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[TED] Why MOOC courses (still) matter

2013 was a year of hype for MOOCs (massive open online courses). Great big numbers and great big hopes were followed by some disappointing first results. But the head of edX, Anant Agarwal, makes the case that MOOCs still matter -- as a way to share high-level learning widely and supplement (but perhaps not replace) traditional classrooms. Agarwal shares his vision of blended learning, where teachers create the ideal learning experience for 21st century students.

 

Through blended courses Anant Agarwal is pairing online education with face-to-face student-faculty interactions, reshaping the university campus experience.

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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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De consumidores de tecnología a agentes del cambio

De consumidores de tecnología a agentes del cambio | Edumorfosis.it | Scoop.it
La era digital en la que vivimos impone que los educadores ofrezcamos a los estudiantes la oportunidad de aprender a codificar. Codificar es una habilidad significativa, ya que nos permite explorar y experimentar el mundo digital en su totalidad. Aprender ciencias de la computación será beneficioso para los estudiantes en sus futuras trayectorias profesionales o vitales, ya que cualquier campo guarda alguna relación con la programación informática. Las tecnologías digitales se han infiltrado en nuestras vidas e industrias hasta tal punto que quienes no sepan programar estarán en situación de desventaja.

Necesitamos preparar a los estudiantes para que experimenten el mundo digital en su totalidad. En su Charla TED, Mitchel Resnick, del MIT, destaca que etiquetar a los jóvenes de hoy como nativos digitales induce a confusión. En la actualidad, la mayor parte de los jóvenes son, principalmente, consumidores de tecnología, no creadores. Se les llama nativos digitales pero no se manejan con fluidez en la tecnología. Son usuarios expertos, pero no son creadores. La situación se asemejaría a la de estudiantes que saben leer pero no saben escribir. Enseñar a los alumnos ciencias de la computación les dotará de las habilidades necesarias para utilizar plenamente las tecnologías de la era digital.
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[eBook] La Innovación Pendiente

[eBook] La Innovación Pendiente | Edumorfosis.it | Scoop.it

Hasta ahora los dispositivos han acaparado toda la atención, pero los verdaderos cambios en la enseñanza y el aprendizaje han sido invisibles. Con la intención de darles la visibilidad que merecen, el profesor e investigador Cristóbal Cobo nos invita a pensar en la educación desde una nueva óptica, una que plantea que la verdadera innovación está en explorar nuevas formas de valorar y reconocer el conocimiento, tanto dentro como fuera del aula.

 

Dado que la tecnología forma parte integral de nuestras vidas, esta reflexión trasciende el contexto educativo y parte de la base de que todo espacio se convierte en un entorno de aprendizaje. Pero olvidémonos de encontrar fórmulas en este trabajo. Al contrario, el gran aporte del autor consiste en analizar los desafíos que presentan las tecnologías en la enseñanza y las redefiniciones de los conceptos saber y conocimiento en una sociedad que está en plena transformación.

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Should performance assessments replace standardized tests?

Should performance assessments replace standardized tests? | Edumorfosis.it | Scoop.it

Many experts are advocating for US school districts to replace standardized tests with presentations, projects and portfolios -- particularly for struggling students. The experts say this approach more accurately reflects what students have learned, but critics worry that replacing exams could weaken education standards.

Edumorfosis's insight:

¡Claro que sí! Ya es tiempo de sustituir el assessment basado en pruebas estandarizadas, por el assessment basado en resultados (outcomes) de la ejecusión de los estudiantes. Saber cosas es tan importante como el saber hacer cosas con lo que se aprende...

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3 tips to apply the Cognitive Dissonance Theory in eLearning

3 tips to apply the Cognitive Dissonance Theory in eLearning | Edumorfosis.it | Scoop.it
Leon Festinger is the founder of the Cognitive Dissonance Theory [1], which suggests that learners try to achieve consistency between their beliefs, opinions, and other cognitions. When an inconsistency occurs they will alter their behavior or attitude in order to reduce the "dissonance". Festinger believed that this was one of the most powerful motivators, as learners want to avoid the discomfort, pressure, and tension that a dissonance can cause. In essence, when there are two behaviors, actions, or cognitions at war within their minds, learners are more likely to make meaningful change to remedy the issue and seek alignment.
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Prior knowledge as an unexpected obstacle to learning

Prior knowledge as an unexpected obstacle to learning | Edumorfosis.it | Scoop.it
New knowledge builds on existing knowledge, and this strongly agreed-upon principle is imbedded in our education system and culture. For example, algebra builds upon mastery of multiplication, and similarly, at the K-12 level, numerically ordered grades imply that mastery of the third grade precedes entry to fourth grade. Colleges design prerequisite courses to scaffold disciplinary expertise.

Pervasive agreement that new knowledge builds upon prior knowledge, however, rests on the unstated assumption that one’s prior knowledge is accurate and complete. Yet evidence abounds that this assumption is wildly optimistic if not frequently flawed. As the examples above illustrate, whether you are a novice with the Tokyo bus system or a novice in an introductory history course, your prior knowledge can become an obstacle rather than a conduit for new learning. Even with all the necessary prerequisites met, students commonly begin courses with inadequate prior knowledge or, more problematically, with prior knowledge that is confused and that includes misunderstandings, flawed thinking, and misplaced assumptions.
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Is mobile the right solution?

So you’ve had all the correct discussions with all the right people including HR, IT and Legal. You discussed all the relevant topics including the ones in our last post, and you feel confident your company is onboard to support your mobile initiative. Congratulations! You made it through the first gate of preparedness.

So now what? Before you fire up your eLearning application of choice, there are a few more items to consider before creating your course. Like every good learning solution, it starts with Solution Analysis, or Solution Discovery to determine which of your courses are best suited for mobile.
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Herramientas para una educación interactiva

Herramientas para una educación interactiva | Edumorfosis.it | Scoop.it

Estamos acostumbrados en contemplar los avances de la tecnología en tres aspectos principales: como mejora la televisión que estoy utilizando, que nuevas cualidades tiene mi auto y en qué forma ha mejorado el último celular disponible. Poco importa el uso que se le da a estas tecnologías en segmentos específicos de la economía como, por ejemplo, la educación.

 

A continuación una breve descripción de seis tendencias (muchas tecnológicas) que ya se están implementando en la educación en distintas escuelas de los Estados Unidos. Es importante desatacar, que con muy contadas excepciones en cada una de estas seis tendencias el Internet con conexiones a alta velocidad es un elemento presente.

 

Es por esta razón que comparto una infografía (ver abajo) que hablar de seis importantes tendencias educativas inevitablemente entrelazadas con la educación:


Via Alfredo Calderón, juandoming
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How to become and remain a transformational teacher

How to become and remain a transformational teacher | Edumorfosis.it | Scoop.it
However talented, no one is a natural-born teacher. Honing the craft takes significant care and effort, not just by the individual, but also by the school at large. Though experience does matter, it matters only to the extent that a teacher -- regardless of how long he or she has been in the classroom -- commits to continued professional development to refresh his or her status as a transformational teacher. Along those lines, even after a decade in the classroom, I don't claim to be beyond criticism -- not in the least. Still, I wish to offer some advice on constantly striving toward perfection, however elusive that goal will always remain.
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Valores, tecnologías emergentes y destrezas para el 2020

Valores, tecnologías emergentes y destrezas para el 2020 | Edumorfosis.it | Scoop.it
Una eventual salida para orientarnos y encontrar la luz al final del túnel podría hallarse apoyándonos en las tecnologías. La razón es que es frecuente la apología de éstas por su potencial impacto para mejorar la competitividad, la productividad y la calidad de vida de la humanidad. A la par de estas posturas corre la posición de darle prioridad a la educación en las competencias STEM. Esto es, en ciencias, tecnologías, ingenierías y matemáticas.

Para revisar esta opción recurrimos ahora al Foro Económico Mundial (FEM), una instancia internacional que reúne a influyentes actores del panorama global. Sus informes son analizados tanto por quienes lo apoyan como por quienes lo adversan. Estos están basados en información confiable procesada por personas acreditadas. Las diferencias en las valoraciones que se pueden hacer de los productos del FEM se localizan en las premisas de las que parten para su realización, conceptual y metodológicamente.
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All you need to know about the Learning Styles myth, in two minutes

All you need to know about the Learning Styles myth, in two minutes | Edumorfosis.it | Scoop.it
As Paul Kirschner and Jeroen Merrienboer explained in their recent article on “urban legends” in education, if we view each learning style as dichotomous (e.g. visual vs. verbal) that means there are 2 to the power of 71 combinations of identified learning styles – more than the number of people alive on earth! What’s more, even if we accept a particular scheme for measuring learning styles, evidence shows that learning style questionnaires are unreliable and people’s self-reported preferences are poorly correlated with their actual performance. In other words, a person might think they learn better, say, visually rather than verbally, but their performance says otherwise! The fact is, the more accurate predictor for how well a person will fare in a math learning task, is most likely not the degree of match between their preferred learning style and the teaching style, but their past performance on math tests.
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eProductividad eLearning: trabajo en red

eProductividad eLearning: trabajo en red | Edumorfosis.it | Scoop.it

A menudo las TIC son exprimidas hasta el infinito y más allá como receta mágica para “enganchar” a los alumnos de un curso eLearning, sin embargo, nos olvidamos de ellas en los que a buen seguro serán los momentos más importante de cualquier proyecto formativo: las fases de diseño y desarrollo, fases en las que participan (o deberían participar) diferentes profesionales, cada uno especializado en un área de conocimiento o trabajo concreto.


Via Marta Torán
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Marta Torán's curator insight, July 25, 1:50 PM
El eLearning se puede hacer trabajando en red. Lo explica Fernando Valenzuela.
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Cómo y por qué crear un grupo en Facebook durante un curso

Cómo y por qué crear un grupo en Facebook durante un curso | Edumorfosis.it | Scoop.it
La idea de introducir Facebook dentro de un entorno educativo puede crear diferentes opiniones. Existe la preocupación relacionada con la privacidad y también la distracción potencial al estar conectado a esta red.

Una opción interesante que supera algunos de estos retos es la creación de un grupo cerrado en Facebook. La configuración de un grupo no requiere de la amistad entre sus miembros, las publicaciones puede ser totalmente privadas al público y son siempre exclusivas al grupo.

No obstante utilizar una red social de forma adecuada requiere de cierta madurez con lo que es recomendable usar grupos de Facebook cuando estamos hablando de formación con estudiantes de bachillerato, universitarios o con adultos y en cualquier caso establecer reglas de uso y buenas prácticas.
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MOOCs: Growing in popularity every day

MOOCs: Growing in popularity every day | Edumorfosis.it | Scoop.it
MOOCs (massive open online courses) are growing in popularity every day—and not surprisingly, because you can access these educational courses online; there is theoretically no limit to the number of people who can sign up for them; and they are almost always free to take and are often free to copy and redistribute, too.

MOOCs provide digital learning resources and use tests (or problem sets, to use the lingo) to help learners self-evaluate their progress. While most do not offer academic credits, successful students can often “buy” a certificate for use with their resume or curriculum vitae (CV).

MOOCs are sometimes split into two types: cMOOCs and xMOOCs.

cMOOCs follow a connectivist model and take a “pick and mix” approach to learning, combining the best resources and involving students in the course development process.
xMOOCs are more traditional in nature and usually deliver a set curriculum.
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Los MOOC no se rinden

Los MOOC no se rinden | Edumorfosis.it | Scoop.it

Está claro que el fenómeno MOOC aún interesa tanto a alumnos como universidades”, explica la coordinadora de Unidad de Tecnología Educativa e Innovación Docente de la Universidad Carlos III de Madrid, Rosa Aguilera. Desde que arrancó el año, más de 40.000 personas se han inscrito en alguno de los seis cursos que su centro ofrece a partir de febrero y por primera vez en este formato a través de la plataforma edX. El número de expertos supera a los alumnos de sus clases asistenciales.

 

A pesar de que se hable de que tan solo un 12% de los alumnos termina los cursos, hay que tener en cuenta que los inscritos son miles y que las clases asistenciales tampoco logran retener al 100% de los apuntados”, recuerda la coordinadora. Aguilar defiende que las cifras de permanencia no suponen un “fracaso del modelo” y que la demanda de MOOC no ha decrecido en los últimos años.


Via manuel area
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Teachers are confident about using technology, now more than ever

Teachers are confident about using technology, now more than ever | Edumorfosis.it | Scoop.it
Twenty-four percent of respondents said they even considered themselves to be “risk takers” in trying new digital devices and programs. However, most teachers aren’t regularly using these tools to produce creative or inquiry-based learning experiences.

“Despite an influx of technology in schools, many teachers still mainly rely on digital programs to supplement traditional instruction strategies,” Education Week reports.

Of the educators who use technology each day in the classroom, most use it for drills, review and practice exercises. The vast majority reported that tech is used for interactive projects and collaboration only a few times a week, month or year. Twenty-two percent of respondents said they had never used technology in the classroom for collaborative activities.
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[Slideshare] Disruptive Innovations in Learning

In this presentation, I outline the characteristics of innovation and consider them in the light of educational technology. I survey some major innovations and question them from the perspective of idea, benefit and execution. Then I look at the changing nature of benefits in education and take learning beyond innovation and into transformation.

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Report: Students’ tech use remains infrequent

Report: Students’ tech use remains infrequent | Edumorfosis.it | Scoop.it
Students’ use of digital tools and other learning technologies remains relatively sporadic, according to a new study.

Based on direct classroom observations of 140,000 K-12 classrooms across 39 states and 11 countries, the study by the school improvement organization AdvancED found there are still relatively few classrooms in which the use of digital tools and technology is a regular part of a student’s school experience.
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10 benefits of Online Learning

10 benefits of Online Learning | Edumorfosis.it | Scoop.it
If you rely solely on classroom training and seminars, you might be interested to know about the benefits of online learning. Why wouldn’t you be!? Even though classroom training has stood the test of time, it’s not always the most efficient method.

Think of the venue booking, the travel costs, and then consider the fact that most of the training is forgotten within a week or two… it’s easy to see how any other method could save you a lot of time and effort.

Online learning can be the answer to a lot of your ills and it could even fix problems you didn’t even know you had. There are lots of other advantages to be had, but let’s take a look at 10 of the benefits of online learning and how it can make your training more efficient, more engaging and ultimately more effective.
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9 steps to a Future-Ready Education

9 steps to a Future-Ready Education | Edumorfosis.it | Scoop.it
No matter the region, schools across the United States are recognizing the importance of adopting the right technology solutions today in preparation for the learning demands of tomorrow and beyond. In other words, they are becoming “future ready.” Earlier this year, the Department of Education released its 2016 National Technology Plan and celebrated the first anniversary of its Future Ready Schools initiative. For school districts to truly be future ready, it must go beyond one-to-one device initiatives and teaching apps. Schools, administrators and IT managers with a future-looking view on education already are thinking about the larger ecosystem, forecasting the emergence and impact of new technologies, and quickly adapting to the rapid changes taking place in the learning environment.

Here are nine steps for schools and administrators to consider in order to bring future-ready momentum to the classroom:
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Platforms have transformed the economy. Is education next?

Platforms have transformed the economy. Is education next? | Edumorfosis.it | Scoop.it

The sectors that usually join the platform revolution, according to the authors, are information intensive, fragmented and controlled by nonscalable gatekeepers that maintain information asymmetries. They conclude, “Education is perhaps the prime example of a major industry that is ripe for platform disruption.”

 

Platforms including Coursera, edX, Skillshare and Udemy have transformed informal learning and career education. Wikipedia and YouTube have made it possible for anyone to learn almost anything. The authors note that more people are using Duolingo to learn a language than all the students in the high school in the U.S. combined


Via Nik Peachey, Laurent Picard, juandoming
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Nik Peachey's curator insight, July 27, 12:50 AM

Interesting perspective on the LMS.

Fiona Harvey's curator insight, July 27, 4:48 AM
Think this is a great article - highlighting a disconnect between what we need and what we want to have. HE Is slow to respond which doesn't help change anything. Worth taking a look at.
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Smartphone: el mobile learning formal e informal

Smartphone: el mobile learning formal e informal | Edumorfosis.it | Scoop.it
¿Que podemos hacer con un smartphone dentro de las aulas y fuera, obviamente (ubicuidad), tanto en los aprendizaje formales como informales?:
Acompañar a los aprendices a rápidamente y fácilmente a trabajos de descubrimientos digitales, de papel e ideas en el campo, para tener acceso a los recursos electrónicamente y reutilizar los datos en contextos de aprendizaje (transferencia) , y para animar a los estudiantes a desarrollar un enfoque de colaboración para el intercambio de datos y el discurso . En general, animarlos a crear, así como consumir datos. (prosumers)
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[PDF] Learning Styles:
Concepts and Evidence

[PDF] Learning Styles:<br/>Concepts and Evidence | Edumorfosis.it | Scoop.it
The term learning styles refers to the view that different people
learn information in different ways. In recent decades, the
concept of learning styles has steadily gained influence. In this
article, we describe the intense interest and discussion that the
concept of learning styles has elicited among professional educators at all levels of the educational system. Moreover, the
learning-styles concept appears to have wide acceptance not
only among educators but also among parents and the general
public. This acceptance is perhaps not surprising because the
learning-styles idea is actively promoted by vendors offering
many different tests, assessment devices, and online technologies to help educators identify their students’ learning styles and adapt their instructional approaches accordingly (examples are cited later).
 
We are cognitive psychologists with an interest both in the basic science of learning and memory and in the ways that science can be developed to be more helpful to teachers and students. We were commissioned by Psychological Science in the Public Interest to assess, as dispassionately as we could, the scientific evidence underlying practical application of learning-style assessment in school contexts. This task involved two steps: (a) analyzing the concept of learning styles to determine what forms of evidence would be needed to justify basing pedagogical choices on assessments of students’ learning styles and (b) reviewing the literature to see whether this evidence exists. Our team began this undertaking with differing—but not passionately held—opinions on learning styles as well as a shared desire to let the empirical evidence lead us where it would.
 
We start by offering the reader a brief overview of the learning-styles concept, including some of the publications and entrepreneurial ventures that have been developed around the idea. Next, we analyze the learning-styles concept from a more abstract point of view. Here, we grapple with some potentially confusing issues of definition and logic that in our opinion require more careful consideration in connection with learning styles than they have so far received. We argue that this analysis is a useful, and essential, prerequisite to organizing and appraising the evidence on learning styles. Finally, we describe the results of our search of published literature, draw some conclusions, and suggest lines of future research. We should emphasize, however, that the present article is not a review of the literature of learning styles; indeed, several such reviews have appeared recently (e.g., Coffield, Moseley, Hall, & Ecclestone, 2004; Kozhevnikov, 2007; Sternberg, Grigorenko, & Zhang, 2008). In brief, we sought to determine what kinds of findings would provide sufficient evidence for the learning-styles concept, as detailed in the following sections, and then we searched for evidence that satisfied this minimal criterion.
Edumorfosis's insight:

Este interesante estudio revela que NO existe correlatividad alguna entre los Estilos de Aprendizaje y el Éxito en el Aprendizaje. Para los investigadores que trabajaron en este estudio, el la idea global de que los estilos de aprendizaje generan éxitos en el proceso de aprendizaje, se ha convertido en un mito.

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Is there still a place for Discussion Forums in Online Learning?

Is there still a place for Discussion Forums in Online Learning? | Edumorfosis.it | Scoop.it
I have always been on the fence about the use of discussion boards in online courses, in the same way as I was on the fence about MiniDiscs (remember those?) back in the ‘90s. Sure it’s something different, but what’s the point? Don’t we have a faster more efficient way to communicate ideas and build virtual communities?

Perhaps, not at first, we didn’t. Not back then, when internet forums (evolved from bulletin boards) initially surfaced and throngs of like-minded gamers and fashionistas (to name a few) flocked as fast as their dial-up connections would allow to post their latest Easter egg finds and fashion faux pas sightings. But hasn’t today’s online learning community become more technologically savvy with the advent of technologies like smart mobile devices, tablet computers, video conferencing, and social networking?
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Students are the New Digital Influencers

Students are the New Digital Influencers | Edumorfosis.it | Scoop.it
How did their teacher, administrator, and parents end up with their photos in hand? Slowly, my students began to grasp the power of social media and its contribution to their online identities. It was the first time anyone had talked to my students about their digital footprints, but by eighth grade many of them had already imprinted several. All of my students were already using online spaces for both academic and social purposes, and needed to be guided in their behavior.
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Ken Feltman's curator insight, July 27, 10:49 AM
Children learn early how to us technology. They need to be protected from exploitation by online creeps and crooks.
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Dispelling myths about the online college student

Dispelling myths about the online college student | Edumorfosis.it | Scoop.it
Although online college enrollment continues to rise, some higher ed leaders still hold onto misconceptions about the types of students who pursue this alternative learning model.

The fifth annual Online College Students 2016: Comprehensive Data on Demands and Preferences report, published by The Learning House, attempts to clear up the questions by taking a deeper look at the demographics, fields of study and expectations of 1,500 past, present and prospective online college students.

According to the data, the average age of online students fell from 36 in 2014 to 29 in 2016. The report attributes the change to an increasing number of students in the 18-to-24 age group, which has doubled in size since 2012. The findings chip away at the commonly held belief that online students are older, the report states.
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