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How will badges and micro-credentialing change Education?

How will badges and micro-credentialing change Education? | Edumorfosis.it | Scoop.it

nterest in digital badges continues to expand, especially in light of recent successes like the Chicago Summer of Learning. In view of such successes, more people are musing about the future of badges and micro-credentialing. How will this movement impact formal education? I suspect (okay, I just hope) that it will result in the following shifts over the next 3-7 years.

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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
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Is your school’s network ready for the Future of Education?

Is your school’s network ready for the Future of Education? | Edumorfosis.it | Scoop.it
A few weeks ago, “The NMC/CoSN Horizon Report: 2016 K–12 Edition” outlined coding, online learning, robotics, artificial intelligence and virtual reality as the key education trends for the next five years.

But is the average school’s network ready for such developments?

That’s what the State Educational Technology Directors Association wants to ensure. As identified in its 2016 reported titled “The Broadband Imperative II: Equitable Access for Learning,” SETDA recommends that making sure enough high-speed internet is available is paramount to a school’s future.

“Bandwidth capacity is required to support these digital age learning opportunities, and determines which digital instructional materials and educational applications students and educators can effectively leverage in the classroom,” the report states.
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[PDF] Knowledge in the Workplace

[PDF] Knowledge in the Workplace | Edumorfosis.it | Scoop.it
More and more of the economy is knowledge-based — it runs on a continuously-changing stream of integrated technologies, materials, ideas, and distribution methods which meet (or create) customer needs and wants. This paper is a basic overview of the difficulties of measuring knowledge outputs and the need to carefully weigh decisions about the work environment that could impact an organization’s ability to effectively support its knowledge activities.
 
Raising the productivity level of knowledge workers is critical to economic growth because they are the clear and growing majority of today’s workforce. By contrast, the total numbers of people making, growing, and transporting things is only a fifth or less of the workforce.Examples of the increased value of knowledge in the economy include:
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How to Teach Computational Thinking

How to Teach Computational Thinking | Edumorfosis.it | Scoop.it
The Computational Future

Computational thinking is going to be a defining feature of the future—and it’s an incredibly important thing to be teaching to kids today. There’s always lots of discussion (and concern) about how to teach mathematical thinking to kids. But looking to the future, this pales in comparison to the importance of teaching computational thinking. Yes, there’s a certain amount of mathematical thinking that’s needed in everyday life, and in many careers. But computational thinking is going to be needed everywhere. And doing it well is going to be a key to success in almost all future careers.

Doctors, lawyers, teachers, farmers, whatever. The future of all these professions will be full of computational thinking. Whether it’s sensor-based medicine, computational contracts, education analytics or computational agriculture—success is going to rely on being able to do computational thinking well.

I’ve noticed an interesting trend. Pick any field X, from archeology to zoology. There either is now a “computational X” or there soon will be. And it’s widely viewed as the future of the field.
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Using Twitter as a teaching tool can boost engagement and enrich classroom debate and discourse

Using Twitter as a teaching tool can boost engagement and enrich classroom debate and discourse | Edumorfosis.it | Scoop.it
Social media offers great opportunities for teaching. Wasim Ahmed and Sergej Lugovic have reviewed the literature on the use of Twitter in the classroom and have noted its benefits to both students and teachers. Not only can it increase participation and engagement, particularly among more introverted students, but it can also be used to bring new, popular resources into the classroom and improve student-teacher relationships.

As Albert Einstein once put it, “it is the supreme art of the teacher to awaken joy in creative expression and knowledge”. In our recent conference paper we set out to investigate how Twitter had been used in the classroom, and whether it could foster creative expression and knowledge. We wanted to study this topic as we have found from our own teaching that in the correct context Twitter can benefit both students and teachers in a higher education setting.

When students use Twitter within the classroom they are not passive receivers of information. Instead they can become active participants and shape their own learning. Gonzalez and Gadbury-Amyot found that students viewed the use of Twitter positively and considered it helpful for their courses. The use of Twitter increased student engagement, serving as an excellent resource for Q&A sessions. Ricoy and Feliz noted that tweets were often able to direct students to other resources available on the internet, so the use of Twitter can also allow new, relevant resources to be brought into the classroom.
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[PDF] ECAR Study of undergraduate students and information technology (2015)

[PDF] ECAR Study of undergraduate students and information technology (2015) | Edumorfosis.it | Scoop.it
Since 2004, ECAR has partnered with higher education institutions to investigate the technologies that matter most to undergraduate students. We do this by exploring students’ technology experiences and expectations. In 2015, the ECAR technology survey was sent to approximately 970,000 students at 161 institutions, yielding 50,274 responses across 11 countries and 43 U.S. states. This year’s findings are based on a stratified random sample of 10,000 U.S. respondents and shed light on a number of topics:
 
  • Technology Experiences: Technology is embedded into students’ lives, and students generally have positive inclinations toward technology. Technology has a moderate influence on students’ active involvement in classes; a smaller percentage of today’s undergraduates say they get more actively involved in courses that use technology than students from a few years ago.
  • Technology Ownership and the Campus Environment: Students own more Internet-capable devices than ever. Residential students generally report that campus network performance is lower than is reported by students who live off campus, and, overall, students’ experiences with campus Wi-Fi are disappointing. Networking managers will have to continue to expand capacity to keep up with a projected increase in connected devices and expectations for frictionless and ubiquitous access to Wi-Fi.
  • Mobile Devices and Student Learning: Students and faculty have similarly high levels of interest in using mobile devices to enhance learning, but the actual use of these devices in academics remains low, despite their increased prevalence.
  • Technology Resources and Tools: Although students use technology extensively, we have evidence that technologies are not achieving their full potential for academic use. Meaningful and intuitive use of technology for academics cannot be assumed, even when a technology is widely available or used in other contexts.
  • Analytics and Data Privacy: Most students support institutional use of their data to advise them on academic progress in courses and programs. Much of the analytics functionality students seek already exists in commercial digital learning environments.
  • New Models for Education: New models for education, such as MOOCs and competency-based credentials, haven’t yet translated to behavioral or attitudinal changes for undergraduates. The majority of students say they learn best with a blend of online and face-to-face work.
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What is on the Horizon for Education Technology?

What is on the Horizon for Education Technology? | Edumorfosis.it | Scoop.it
Is there anything more exciting today in schools than the marriage of technology and pedagogy? Educators are finding new ways to connect with students, using students’ individual needs and wants to guide their instruction. A deeper connection forms between teacher and student when technology is used to enhance their relationship.

“The NMC/CoSN Horizon Report: 2016 K-12 Edition,” which reveals emerging technology trends in education over the next five years, recently was released. In it, we see which technologies may be used to advance personalized learning for millions of students across the globe, including virtual reality, robotics, makerspaces, online instruction and wearable tech.

Most important, two long-term trends were identified in the report, which was jointly conducted by the New Media Consortium and the Consortium for School Networking. Schools are redesigning their classroom spaces for more hands-on learning and incorporating technology education to prepare the next generation to become part of a technology-based workforce.
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An education for the 21st century means teaching coding in schools

An education for the 21st century means teaching coding in schools | Edumorfosis.it | Scoop.it
Bill Shorten’s recent announcement that, if elected, a Labor Government would “ensure that computer coding is taught in every primary and secondary school in Australia” has brought attention to an increasing world trend.

Estonia introduced coding in primary schools in 2012 and the UK followed suit last year. US-led initiatives such as Code.org and the “Hour of Code”, supported by organisations such as Google and Microsoft, advocate that every school student should have the opportunity to learn computer coding.

There is merit in school students learning coding. We live in a digital world where computer programs underlie everything from business, marketing, aviation, science and medicine, to name several disciplines. During a recent presentation at a radio station, one of our hosts said that IT would have been better background for his career in radio than journalism.

There is also a strong case to be made that Australia’s future prosperity will depend on delivering advanced services and digital technology, and that programming will be essential to this end. Computer programs and software are known to be a strong driver of productivity improvements in many fields.

Being introduced to coding gives students an appreciation of what can be built with technology. We are surrounded by devices controlled by computers. Understanding how they work, and imagining new devices and services, are enhanced by understanding coding.

Of course, not everyone taught coding will become a coder or have a career in information technology. Art is taught in schools with no expectation that the students should become artists.
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What Schools of the Future could be like

Top 10 futuristic changes schools could make in the future of education.
Edumorfosis's insight:

La Escuela del Futuro nunca se verá en las Escuelas Tradicionales. Se verá más en las escuelas de las compañías privadas, firmas independientes y organismos educativos emergentes. Muy pocas escuelas modelo del sistema educativo público tendrán el privilegio de adquirir herramientas y recursos tecnológicos innovadores.

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4 simple ideas to use technology to engage students

4 simple ideas to use technology to engage students | Edumorfosis.it | Scoop.it
Even with the best plans thought out in advance, things can come up that limit our time to try something new. There is nothing wrong with sticking to some of the same instructional strategies and using some of the same tools that were used last year. We all have methods and tools we use that are beneficial to our students. But summer does offer an opportunity to think about some new things to bring to our classroom and our students at the start of the new school year.

Because time is a factor, it can seem overwhelming to try too many new things at once. It is helpful to think about maybe just slightly altering how we used a certain tool or presented a topic in the prior year. Start by focusing on one thing at a time and see how it goes. The most important part is to remember that we want to implement something that will positively benefit our students. It should be something that has a true purpose and will amplify the learning experiences and potential for our students.
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Yeison Ossa Trejos's curator insight, Today, 1:05 PM
If there is something that truly catches students' attention these days, it is technology. I am in favor of bringing different digital tools and resources into the classroom that can help not only to increase learner motivation but also to enhance their learning experience. By properly including technology in our lessons, we will definitely be able to design more learner-centered classes in which students will feel interested and motivated as they have a more central role in the development of the activities through a variety of digital tools that are available for them and, more importantly, tools they really enjoy using at any given point.

In addition to the aforementioned adventages of using technology with our students, another relevant factor that can be boosted through these resouces is learner autonomy. Having students work outside the classroom while  interacting with different digital tools at the same time may have great benefits in helping them take a more direct role in their own learning process, and thus making it more meaningful.
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8 Learning Design Principles from the Learnnovators and Quinnovation Project

8 Learning Design Principles from the Learnnovators and Quinnovation Project | Edumorfosis.it | Scoop.it
Learnnovators joined hands with Quinnovation to develop a course on “Workplace of the Future”, which was recently shared with the learning community free of charge. The idea of the project was to develop a course under practical constraints and show that it is possible to adhere to good learning design principles
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Ed Tech as discipline

Ed Tech as discipline | Edumorfosis.it | Scoop.it

There was an article that did the rounds a few days ago about Ed Tech should become a discipline. And last week Audrey Watters gave a tremendous keynote which touched upon why she felt it was a bad idea (it’s worth reading Audrey’s keynote in full not just for the content but as an example of someone really crafting a keynote, developing an idea and articulating it with clarity cf. my approach of chucking together a bunch of slides at the last minute and mumbling my way through them). Audrey’s keynote is a plea for situating educational technology in a broader society and being critical:

I want to suggest that what we need instead of a discipline called “education technology” is an undisciplining. We need criticism at the center of our work.”


Via Ana Cristina Pratas
Edumorfosis's insight:

Ed Tech must be an everyday social practice, not only a discipline to study in a lecture hall...

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Dell Support Phone Number's curator insight, September 28, 7:26 AM
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4 tips to create Immersive eLearning Courses

4 tips to create Immersive eLearning Courses | Edumorfosis.it | Scoop.it
Immersive eLearning experiences utilize modern technology and basic human psychology to mimic real world situations. They offer online learners the rare opportunity to test their skills and expand their knowledge without any risk.
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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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[PDF] Compelling Branded Environments
in Higher Education

[PDF] Compelling Branded Environments <br/>in Higher Education | Edumorfosis.it | Scoop.it
While many higher education institutions are investing in new buildings and spaces in a functional response to these challenges, there is a greater opportunity for future success by integrating the brand of the institution throughout campus buildings and interior spaces.
 
If we agree that culture is important, shouldn’t all spaces reflect it? Most modern construction is built around functional considerations—increased density, one-size-fits-all rooms, office reductions, etc.—usually because it is viewed as a cost rather than a driver of performance. Recognizing space as a way to support brand begins by first defining existing institutional culture, comparing that to desired culture, and then designing spaces to expressly support the elements needed for change. Creating compelling branded environments in Higher Education can drive engagement and success.
 
A well-designed, branded environment expresses an institution’s core identity and the values students relate to. It communicates and supports an institution’s mission and values, and leaves a lasting impression by creating engaging spaces that enhance the user experience. It resonates with current and potential students and allows them to visualize what they can achieve on campus. It can boost recruitment, retention, and engagement; support growth plans and partnerships; raise the profile; and create a higher perceived value with various constituencies. It is a vital component of higher education marketing.
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[PDF] A New Generation of Space in Higher Education

[PDF] A New Generation of Space in Higher Education | Edumorfosis.it | Scoop.it
Should Learning Environments Drive Workplaces or the Other Way Around?

The answer is neither. Societal shifts, developments in technology, and a range of real world events are forces driving change. In response, progressive corporations have moved to distributed workplaces, allowing them to remain adaptable to business change. Likewise, higher education is increasing its emphasis on providing appropriate environments to meet new teaching and learning methods. These trends toward distributed work and blended learning expriences are converging to create a broader landscape of special settings. Together with Andrew Harrison, previously Global Head of Learning Environments for DEGW and now world-renowned education sector expert, and following his most recent book, Design for the Changing Educational Landscape: Space, Place and the Future of Learning, our research has focused on developing design guidelines for blended learning experiences. What follows is an overview of the discussion paper, A New Generation of Space in Higher Education, outlining the research as well as some design tips for one key space: the learning studio.
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Is it time to rethink the term nontraditional student?

Is it time to rethink the term nontraditional student? | Edumorfosis.it | Scoop.it

Should higher education rethink what makes a “traditional” student today? Data from the National Center for Education Statistics (NCES) on students applying for financial aid highlight the ever-increasing need for colleges and universities to diversify their programs and make more available online education.

 

The data, culled from the most recent student financial aid information (2011-12), and discussed in the NCES brief, “Demographic and Enrollment Characteristics of Nontraditional Undergraduates,” examines prevailing characteristics in enrolling students, and argues that knowledge of these characteristics should further urge institutions to diversify their services.


Via Alma Vega
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Why faculty shouldn’t ban smartphones in classrooms

Why faculty shouldn’t ban smartphones in classrooms | Edumorfosis.it | Scoop.it
Would it surprise you to learn that students have become so attached to their smartphones that leaving them behind can cause enough anxiety to affect test scores?

A recent study from Singapore Management University found that university students who had their devices taken from them scored 17 percentage points lower on a standardized test than those who didn’t. Researchers concluded that students without their smartphones experienced so much anxiety and fear of missing out — or FOMO — that they were unable to focus.

The study is small and based on a non-U.S. population, so while its findings are not entirely conclusive, they do demonstrate the type of bond that can exist between young adults and their devices.

Stephen diFilipo, former CIO of Cecil College in Maryland and digital education consultant, says that like cars to generations past, smartphones are a huge symbol of independence to millennials because they let them engage with the outside world.
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Banning smartphones from classrooms could damage education, warn researchers 

Banning smartphones from classrooms could damage education, warn researchers  | Edumorfosis.it | Scoop.it

Banning smartphones from classrooms may do more harm than good, a new study suggests.

Last year, the Department of Education's discipline tsar Tom Bennett began a wide-ranging inquiry to see how schools could improve behaviour, which included looking at whether students should be stopped from bringing handsets into lessons.

But a new study found that students are now so addicted to their mobiles that removing them causes high enough levels of anxiety to impact learning and possibly grades.

Researchers in Singapore asked 87 undergraduates aged between 18 and 29 to take part in tests which monitored their cognitive function, with or without their smartphone.

They found that students who had their phone removed before the task scored on average 17 per cent points lower on working memory than those who were allowed to hold on to their phones, even if they just kept the phone in their pocket. It also hindered reaction times in switching between tasks.

The researchers conclude that smartphone addiction is now so prevalent among young people that teachers should allow ‘technology breaks’ so that users can check messages and social networks to allay the fear that they are missing out.

Edumorfosis's insight:

Los dirigentes del DEPR y los políticos que intervienen en nuestro sistema educativo, deberían leer esta investigación para ilustrarse un poco más, antes de ir a los medios de comunicación a decir disparates...

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20 observable characteristics of Effective Teaching

20 observable characteristics of Effective Teaching | Edumorfosis.it | Scoop.it
In “How A Good Teacher Becomes Great,” we theorized that good teachers “know which assessments are for “show,” and which are for “go”—that is, which look good from 10 feet, and which provide visibility for both the student and teacher where the learning needs to go next,” and that they model curiosity, collaborate with other great teachers, and “measure understanding in diverse ways.”

Below are 20 observable characteristics of effective teaching. Pair this with our characteristics of a highly-effective learning environment, and you’ll have a nice one-two punch to reflect on your craft. We’ve highlighted a few of our favorites to get you started.
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[PDf] Tendencias sobre Contenidos Educativos Digitales en América Latina

[PDf] Tendencias sobre Contenidos Educativos Digitales en América Latina | Edumorfosis.it | Scoop.it

La integración de Tecnologías de la Información y la Comunicación (TIC) en educación es considerada como un fenómeno estructural en el marco de la educación del siglo XXI (Siddiq, Scherer, & Tondeur, 2016). Aunque para algunos contextos locales, sobre todo en países en vía de desarrollo todavía resulta un asunto emergente con pocas evidencias en cuanto a la magnitud, efectividad o alcance de su implementación, es innegable para el contexto general de los sistemas educativos latinoamericanos que dicha integración representa una enorme oportunidad para ayudar a estrechar las brechas en materia de calidad educativa que actualmente sufre el continente.
 
Muchas son las iniciativas que desde mediados de la década de los 90 se han adelantado en distintas partes del mundo para incentivar el uso de TIC en educación (Claro, Sunkel, & Trucco, 2010). Proyectos como @Lis-Integra, implementados en Argentina, Chile y Uruguay, el Plan Ceibal igualmente en Uruguay, el proyecto Proinfo en Brasil, Enlaces en Chile, el Programa Integral Conéctate en El Salvador, el proyecto Huascarán e Perú (ejemplo de proyecto OLPC), el programa "Una computadora por niño y por maestro" en Paraguay (Lugo, 2010), el proyecto Conectar Igualdad en Argentina (Severin & Capota, 2011) o “Computadores para Educar” o el proyecto "Competencias TIC para el Desarrollo Profesional Docente" en Colombia (Ministerio de Educación Nacional de Colombia, 2014), son tan solo algunos ejemplos de iniciativas apoyadas o financiadas por organismos internacionales, entre ellos la UNESCO, CEPAL, BID o los Ministerios de Educación de los distintos países participantes, lo cual denota un claro interés en trazar una política en materia de uso educativo de TIC que pueda llegar de manera generalizada a propiciar cambios y mejoramiento en las prácticas e ducativas de la región.
 
 
Otra evidencia relacionada con la pertinencia de este tema para la comunidad educativa latinoamericana y para los organismos internacionales que apoyan el mejoramiento educativo basado en el uso de TIC en los países en desarrollo tiene que ver con el trabajo intenso alrededor de la formulación de competencias digitales o de manejo de información, las cuales se consideran fundamentales para que cualquier iniciativa relacionada con la integración educativa de TIC pueda desarrollarse de manera adecuada y generar los resultados esperados (Lombard, 2016). Como parte de estas iniciativas podemos resaltas los avances en cuanto a Estándares de Competencia en TIC para docentes de UNESCO (2008), o las más reconocidas desde el contexto Estadounidense, Británico o Australiano como ACRL-ALA, Council o Anziil (Pinto, Doucet, & Fernández-Ramos, 2010). Ahora bien, la integración educativa de TIC abarca múltiples y muy complejos procesos que habrán de estar adecuadamente sincronizados para asegurar el buen funcionamiento de las distintas iniciativas o proyectos en esta materia.
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Bertrand Russell's 10 essential rules of Critical Thinking -

Bertrand Russell's 10 essential rules of Critical Thinking - | Edumorfosis.it | Scoop.it
For a field of study that explores the nature of knowledge, Philosophy has had a surprisingly small impact on education.

Most formal academic ‘platforms’ like public schools and universities tend to parse knowledge into content areas–what is being learned–rather than how and why it is being learned. This, to a degree, reduces the function of pure philosophy. Psychology, Neurology, and even Anthropology all have had a louder voice in ‘education,’ which may explain why critical thinking seems to be so often missing from most school and curriculum design.
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5 tips to facilitate Knowledge Sharing in eLearning

5 tips to facilitate Knowledge Sharing in eLearning | Edumorfosis.it | Scoop.it
Knowledge sharing may sound simple enough. You create an eLearning course with targeted learning objectives, give online learners the resources they need, and then send them on their merry way. But there's much more to it than meets the eye. In fact, effective knowledge sharing takes careful organization, active learner participation, and a thriving online learning community. Here are 4 benefits associated with knowledge sharing, as well as 5 tips to help you facilitate the process in your eLearning course.
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[eBook] Exploiting Infographics

[eBook] Exploiting Infographics | Edumorfosis.it | Scoop.it
This ebook was designed with English language teachers in mind but should have some value for any teacher who is interested in developing their students’ digital literacy and critical thinking skills.

The book contains a wide range of suggested activities for both the creation and exploitation of infographics in the classroom.

It also helps teachers with tips and advice on how to plan and create infographics and suggestions for which tools to use to produce different types of infographic.

Exploiting Infographics follows on from 10 Lessons in Digital Literacy, which is a collection of lesson plans based around infographics, and looks in more depth at the genre and how infographics can be used as both sources of information and as creative learning tasks for students.


The tasks that accompany the infographics are intended to encourage students to think more critically about the information they are exposed to and to question the sources of information they find whilst browsing the internet.

Exploiting Infographics should help teachers to start creating their own tasks activities and lesson plans for students and to integrate infographics in a way that will enhance students’ critical thinking, digital literacy, language and communication skills.

Exploiting Infographics was conceived as part of the Digital Classrooms series which started with the award winning Digital Video - A Manual for Language Teachers.
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How to create a new Culture of Learning

How to create a new Culture of Learning | Edumorfosis.it | Scoop.it
In 2012, Digital Media and Learning Competition: Badges for Lifelong Learning supported the development of “digital tools that identified the rich array of skills, knowledge, accomplishments and competencies for twenty-first century learners.” Open digital badging systems were built upon existing traditions from gaming platforms and informal learning organizations that had figured out how to empower their users, enable them to demonstrate their own learning and build reputations within those systems based on their expertise.

Open digital badging systems were built upon existing traditions from gaming platforms and informal learning organizations that had figured out how to empower their users, enable them to demonstrate their own learning and build reputations within those systems based on their expertise.
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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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