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Groupiful - Group work made simple

Groupiful - Group work made simple | Edumorfosis.it | Scoop.it

Nos permite crear y compartir notas, eventos, tareas y archivos en una plataforma bastante limpia e intuitiva, con herramientas de comunicación basadas en la escritura de posts y comentarios, al estilo Facebook, como comentan en hongkiat.

 

Desde el panel de control podemos acceder al estado de nuestras tareas, así como a la posibilidad de crear grupos, determinando la privacidad de la información allí incluida.

 

Una vez creado podremos asignar tareas, publicar notas, subir archivos o crear eventos, datos que estarán disponibles en el panel de control de todos los miembros, donde también podemos crear los mensajes al estilo foro, ideal para las sesiones de “brainstorming digital”.

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How to get started with eLearning

How to get started with eLearning | Edumorfosis.it | Scoop.it
If you’re new to e-Learning, this post is for you! Perhaps you’re a new e-Learning developer or you’re creating a brand-new online training program at your organization. Maybe you’re a novice who needs to create an e-Learning course quickly. In that case, you’ll need to know the basics. Don’t worry—with the right strategies and tools, you’ll be an e-Learning pro in no time.
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6 important components of a successful online learning environment

6 important components of a successful online learning environment | Edumorfosis.it | Scoop.it
Whether you are building an Online Learning framework for primary students, college students, or for professional development among your colleagues, the basic premise remain the same – the Online Learning Environment should enhance the learning potential of your candidates.

The SAMR model, created by Reuben Puentedura, is one example of how we can think about eLearning design. Just as with the SAMR, on one level eLearning Environments can be used as a direct replacement of what you would do in a physical environment. On another level, it could be an augmentation of those same tasks with audio and pictures. To take it to another level, eLearning Environments can also provide opportunities to modify tasks for deeper learning with technology. Finally, successful eLearning Environments will also inspire learners to redefine their tasks in ways previously inconceivable. The following is an example of my own interpretation of using eLearning to support reading responses.
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Instructional Design Models and Theories: Action Learning Model

Instructional Design Models and Theories: Action Learning Model | Edumorfosis.it | Scoop.it

The idea behind the Action Learning Model is that a learner can gather knowledge by working with other peers in a group setting to find a solution to a problem or scenario. In doing so, learners will be able to not only develop their own skill sets and knowledge base, but also those of the group or of the organization.

Reginald Revans also described the Revans Formula as L= P+Q, where:

L is learning
P is programming and
Q is questioning (closed, open, objective, and relative)

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A guide to Student-Led Conferences

A guide to Student-Led Conferences | Edumorfosis.it | Scoop.it
In the student-led conference format, students and teachers prepare together, and then students lead the conference while teachers facilitate. “The triad then sits together to review and discuss the work and the student’s progress. The message, once again, is that the students are responsible for their own success.” Student-led conference models vary, but the premise is the same: “This is the student’s moment to share his or her reflections on achievements and challenges.”
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[Interview] Sir Ken Robinson at Miami Global Forum

So what has this explosion in technology meant for creativity and learning? According to Robinson, the impact has been enormous. “Tools have extended our physical reach, allowing us to do things physically we couldn’t otherwise do, but they’ve also expanded our minds,” he says. “The relationship between tools and intellectual, physical and spiritual development is really powerful.”


But while Robinson believes that tools play an important role in creativity, he sees an even higher calling for technology. “The real virtue is not in the tools we create, it is in how we use the tools to create, how creative we become with the tools,” he says. “The challenge with technology is not a technological one, it’s a spiritual one.”


For the best performing schools, technology has become an enabler of creativity and innovation, and Robinson believes it has the potential to do even more. “A lot of advocates of the standards movement think that creativity is some recreational activity, a distraction we don’t have time for,” he says. “The real situation is that adopting creative approaches to teaching and learning is among the best ways of engaging kids’ interests, imagination and therefore, raising standards.”


Creativity, as defined by Robinson, is also the basis for life-long entrepreneurship and innovation, highly sought-after in the 21st century workforce. He believes that, by unleashing students’ creativity, we can help them develop the kinds of skills that will serve them well in their careers, and as leaders of future generations.


In today’s thought-provoking Daily Edventure, Sir Ken and I discuss the state of education, technology and creativity, and what it all means for society. But there’s no better way to close out this post than by sharing the sign-off from the always-quotable Robinson’s keynote: “If we start to rethink some of the fundamental principles of education, [and] its relationship with technology, there’s a better chance that we will create the world that we and our children will want to live in.”

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[Slideshare] Future of Learning and Technology 2020: Preparing for change

The education landscape of 2020 will be characterized by the blurring of boundaries. Learning anywhere and anytime will be commonplace in many different ways based on the ubiquitous and innovative use of technology. Our organizations face a duality of change—conceptual and technological—regarding the practices of education and learning. The practices of teaching, presenting and learning will undergo fundamental change as it responds to global, social, political, technological and of course, learning research trends. Will your organization be ready and prepared to take advantage of these seismic changes to education, learning and technology?

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[PDF] La transformación tecnológica y su impacto en la escuela puertorriqueña de hoy

Esta investigación se centró en estudiar la población magisterial y el componente estudiantil en los niveles intermedio y superior, tanto en las escuelas públicas como en las privadas religiosas y laicas de Puerto Rico. La determinación de la muestra consideró solo aquellos docentes y estudiantes cuyas escuelas están registradas en el Departamento de Educación y en el Consejo General de Educación.

Para ambos casos, maestros y estudiantes, se realizó una selección aleatoria de la muestra, estratificándola por conglomerados con punto de arranque sistemático. En cada conglomerado, se agruparon las escuelas por estratos: siete estratos para escuelas públicas, siete para privadas religiosas y siete para privadas laicas. Para la construcción de cada estrato, se utilizó la clasificación elaborada por las Regiones Educativas del Departamento de Educación para escuelas públicas del año 2012.

Los muestreos, en tanto, se realizaron en tres etapas. La primera etapa construyó los estratos conforme a la ubicación geográfica municipal de las escuelas públicas, privadas religiosas y privadas laicas del País.

En la segunda etapa, se seleccionaron los planteles participantes de acuerdo con la proporción de escuelas públicas, privadas religiosas y privadas laicas correspondientes al total registrado en cada estrato. Esta metodología de selección proporcional fue utilizada para asegurar la representatividad de cada tipo de escuela en cada región educativa, cónsono con la distribución regional existente.

Por último, en la tercera etapa, las escuelas de cada estrato fueron elegidas de manera aleatoria y sistemática en cada conglomerado. Los estudiantes, sin embargo, se seleccionaron aleatoriamente de acuerdo con las proporciones de los niveles intermedio y superior en escuelas públicas y privadas, así como en relación con la variable del género.


Edumorfosis's insight:

Los invito a leer esta interesante investigación reallizada por la Fundación SM y el Departamento de Educación de Puerto Rico (DEPR). En la misma se investiga el uso de la tecnología en la escuela pública y privada. Se estudia la perspectiva de los maestros, así como la de los estudiantes. La misma presenta interesantes resultados en formato gráfico.

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Becoming collectively smarter

Becoming collectively smarter | Edumorfosis.it | Scoop.it
We are in the midst of a nano-bio-info-techno-cogno revolution. We are entering the network era and change is coming fast, which may sound like a cliché, but consider the last major shift we went through. We had lots of time for our institutions to adapt.

When markets came about, we had a few hundred years to move from the Hanseatic League, adopt double-entry bookkeeping, and progress to high frequency trading. We also were able to develop education systems, from one-room schoolhouses, to public universities, and later business schools to fuel the new corporations. Today, we are seriously lagging behind in learning how to deal with the scientific advances of the network era. We do not have the time afforded to us during the last shift to a market society. We have to jump from following state-established curriculum to creating our own learning networks: in this generation. People need to learn and work in networks, shifting their hierarchical position from teacher to learner, or from manager to contributor. They need to not only take control of their professional development but find others who can help them. It is becoming obvious in many fields that we are only as good as our knowledge networks. We have to become collectively smarter.
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8 hábitos esenciales del profesional del siglo 21

8 hábitos esenciales del profesional del siglo 21 | Edumorfosis.it | Scoop.it

De acuerdo a la cronología y al calendario,  todos somos profesionales del S.XXI… sin embargo, en realidad, no es ningún calendario el que define en qué medida somos profesionales contemporáneos del siglo en curso, sino nuestros hábitos, nuestras prácticas y nuestra forma de entender la realidad empresarial, económica, social y por supuesto tecnológica que nos rodea…

La forma de comportamiento del mercado, la manera en como las empresas nacen, se desarrollan…y se transforman resulta hoy radicalmente diferente a la de hace tan solo unos años.  En términos de empresa, de desarrollo y de evolución profesional, nunca antes fue tan necesario aplicar la archiconocida tesis de Charles Darwin: “No es la especie más fuerte la que sobrevive, ni la más inteligente, sino la que mejor se adapta a los cambios” perteneciente a su obra fundamental “El origen de las especies”.

En consecuencia, todos los cambios experimentados por nuestro entorno empresarial y social en los últimos años deben invitarnos a cuestionarnos en qué medida nuestros comportamientos, nuestros hábitos, nuestra praxis profesional nos hacen contemporáneos del cambio de época que estamos viviendo… o por el contrario… nos condenan a una lenta, progresiva, pero segura extinción…

Nuestra supervivencia como profesionales en el S.XXI pasa por la puesta en práctica de nuevos hábitos y comportamientos y, por desarrollar una nueva forma de entender la realidad que nos rodea… estos son solo algunos de los rasgos que caracterizan a los auténticos y genuinos profesionales del S.XXI…


Via Juan Jesús Baño Egea, juandoming
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Carlos Rodrigues Cadre's curator insight, December 17, 2:05 PM

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The 9 features of a good Digital Citizen students should know about

The 9 features of a good Digital Citizen students should know about | Edumorfosis.it | Scoop.it

Here is a new visual from ISTE on the concept of digital citizenship. The visual outlines some of the features characterizing ‘good’ digital citizens based on attributes of good citizens. The elements of digital citizenship, according to ISTE, “ are not so different from the basic tenets of traditional citizenship: Be kind, respectful and responsible, and just do the right thing”. The ideas are pretty basic and will definitely give students a very good initiation into this huge concept of digital citizenship. I would suggest that you print it off and use it in class.



Here is a brief overview of the 9 features characterizing good digital citizens as displayed in the visual below:

  • Advocates for equal digital rights and access for all.
  • Treats others with respect in online spaces and never cyberbullies.
  • Does not steal or damage others’ digital work, identity or property.
  • Makes appropriate decisions when communicating through a variety of digital channels.
  • Uses digital tools to advance their learning and keeps up with changing technologies.
  • Makes responsible online purchasing decisions and protects their payment information.
  • Upholds basic human rights in all digital forums.
  • Protects personal information from outside forces that might cause harm.
  • Proactively limits health risks of technology, from physical to psychological.
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[PDF] Bloom's Critical thinking Cue Quiestions

[PDF] Bloom's Critical thinking Cue Quiestions | Edumorfosis.it | Scoop.it

Critical thinking is an essential skill in the cognitive development of students. It is probably the number one skill teachers would mention when asked about the skills they target in their instruction. Critical thinking is also the key to developing other equally crucial thinking habits such as divergent, lateral  and convergent thinking. Critical thinking starts with asking and answering critical questions. By critical questions I mean those questions that enable students to categorize, infer, synthesize, evaluate and apply the knowledge they have accumulated in the past to solve existing problems and learn new information. This is a well thought-out process in which students get to challenge their cognitive capacities and explore novel thinking paths.

Looking for some samples of critical thinking questions to use in class with your students I come across this wonderful resource from Curriculum Institute. This is basically a short 4 pages PDF titled: Bloom's Critical Thinking Cue Questions. In page 3 there is this illustrative chart which features  a set of cue questions based on Bloom's taxonomy of critical thinking. This could be a very good guide to use in class to target different thinking levels of your students.

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8 learning design trends to watch in 2015

8 learning design trends to watch in 2015 | Edumorfosis.it | Scoop.it
These are exciting times in the world of learning. Ubiquitous Internet access, shifts in workplace power structures and wider dissemination of cognitive research are some of the many factors contributing to the following trends to watch in the coming year. This can be a source of inspiration and fuel for creative solutions.
Edumorfosis's insight:

#8 SPOC: You know that a MOOC is a Massive Open Online Course. You may also know that MOOCs have a high attrition rate. This could be due to a lack of personalization, a lack of credentialing, or simply that people are very busy. Enter the SPOC (Small Private Online Course) as a possible way to overcome some of the problems that MOOCS have presented so far. The basic idea of a SPOC is to use a blended or hybrid learning approach that includes the flipped classroom with a smaller group of students. Students watch video lectures first or engage in online learning activities. Then the instructor uses his or her class time to answer questions and interact with participants.

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Design considerations for Mobile Learning

Design considerations for Mobile Learning | Edumorfosis.it | Scoop.it
Mobile learning can be called byte-sized learning, learning on the go, portable learning and by many more names. The anytime, available nature of mobile learning enables learners to take up the learning activities at their own pace. Now that learners have integrated mobile learning into their learning activities, it is essential for instructional designers to design eLearning courses effectively for mobile devices.

The design and development of mobile learning should be viewed differently from that of eLearning, due to aspects such as variations in screen size, available memory and design and layout of the device.
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Innovating Pedagogy: Learning to Learn

Innovating Pedagogy: Learning to Learn | Edumorfosis.it | Scoop.it
The focus of learning is usually on what we need to know, rather than on how to learn. This can lead to frustration because there is just too much to find out. On the other hand, the process of learning is itself a fundamental part of life that helps shape us as human beings and gives purpose to much of what we do. For a teacher, considering the process of learning to learn can help to schedule and balance learning opportunities so that they bring out the longer-lasting benefits associated with being a learner.

In learning to learn, success is not linked to the content a person acquires but to their development as a learner, so that when faced with situations in the future they have the personal capability to find new approaches or fresh information, and they are able to apply these in an effective manner. Educational content remains important, but there is a shift from a concern with delivery and assessment, towards the use of content in helping learners gain new skills. Whereas adult learning (or ‘andragogy’) is concerned with developing new skills, learning to learn (or ‘heutagogy’) also involves discovering how best to acquire those skills – in the classroom, workplace and at home – through a combination of study, discussion, investigation and practice. A teacher may provide resources, but the learner is in command of deciding how to organise them into a coherent course of study.

Connected with learning to learn is the ability to determine your own learning needs and to reflect continuously on the learning process. This involves developing skills of open communication and teamwork, being flexible in approach and creative in new situations, and becoming confident in your ability to take appropriate and effective action in changing circumstances.
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Making change happen: A no-fail process to make eLearning more persuasive

Making change happen: A no-fail process to make eLearning more persuasive | Edumorfosis.it | Scoop.it
Persuasion is an art. Try too hard, and you might be branded as being aggressive. Be gentle, and your message will probably be brushed aside. At the end, the ultimate goal of persuasion is to get a person to change. Persuading someone to come round to your point of view is especially challenging in a virtual learning environment that lacks the intimacy of a face-to-face interaction. What is more, your learner has a choice to go or not go through your course. Thankfully, researchers have figured out how the learner's mind works and how to "persuade" it to fall in line with your content.

Monroe's Motivated Sequence lists a proven process—Hook, Need, Solution, Visualization, and Action—to convert a reluctant learner into an enthusiastic participant who readily absorbs the learning and willingly agrees to change his behavior. In eLearning, "telling isn't teaching," and you cannot persuade if you just state the facts. Facts alone won’t significantly change the way people think, do, and feel. You have to carefully choose every element on the screen to do all the coaxing, cajoling, imploring, and pleading to engage and persuade your learners to do something new.

Follow this no-fail process for creating eLearning that persuades and changes behaviors.
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Critical Thinking questions students should be able to ask

Critical Thinking questions students should be able to ask | Edumorfosis.it | Scoop.it

Critical thinking requires a special set of questions that have the ability to activate higher order thinking skills and therefore enable students to evaluate, synthesize, apply, analyze and interpret information. These questions are usually open in nature and tend to foster divergent thinking. Prince George’s County provides a very good explanation of each of these kinds of questions with examples of each category. Here is what they wrote about them:

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Weavly: Easily create GIF and video mashups!

Weavly: Easily create GIF and video mashups! | Edumorfosis.it | Scoop.it

Weavely EDU is a very good  web tool that students can use to create video mash-ups. These mash-ups could include both audio and video clips taken from popular multimedia sites such as YouTube, SoundCloud, and Vine. All of this can be done without leaving your Weavly page. Some of the interesting features that Weavly EDU provides for teachers include : students don’t have to sign up they can get started right away. Also, Teachers can Group and monitor students' activity during video editing assignments.

Weavely EDU  runs directly in the browser with media content that is already online, no downloads or uploads necessary. There are different ways students can use this platform. They can for instance use it to create year-in review videos where they feature important events, activities…etc. They can also use it in digital storytelling. They can easily create multimedia stories using not only video content but also animated GIFs.


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5 active learning predictions for 2015

5 active learning predictions for 2015 | Edumorfosis.it | Scoop.it

As we close out 2014 and look ahead to the New Year, it’s customary to take a reflective look back as well as dust off our crystal ball and offer up a few predictions for the year ahead. 2014 was certainly a banner year for us at Echo360. In the past year, we

  • Passed the 8000 classroom milestone. Today, more than 2 million students in 8000 classrooms at 600 institutions worldwide use Echo360 to enhance their learning experience.

  • Launched the Active Learning Platform, the world’s first cloud-based academic technology platform designed to improve student outcomes through lecture / classroom capture, content management, student engagement tools, and comprehensive student analytics.

  • Moved to new offices in Reston, Virginia.

  • Closed a Series C growth equity round of investment to accelerate the deployment of the Active Learning Platform.



Via Alberto Acereda, Ph.D., juandoming
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Mónica Beloso's curator insight, December 18, 5:25 PM

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How the 70:20:10 Model can takeoff

How the 70:20:10 Model can takeoff | Edumorfosis.it | Scoop.it

The 70:20:10 model for workplace learning has garnered a lot of popularity in recent years, as the ‘next big thing’ in Learning and Development – there’s even an online community devoted to it, the 70:20:10 Forum! I think one of the biggest challenges companies face with it, is how to fully deploy and encourage the informal or experiential learning in the most effective, practical, applicable, and cost-saving way.

From the outset, it’s absolutely key to remember the importance of technology in really making the model come alive and make sense for the ‘non-converts’.Technology, change in mind-set and tangible evidence for its effectiveness is key for the 70:20:10 model to really take off. Just remember how the 70:20:10 model ratio breaks down:


- 70% of learning from on-the-job experience
- 20% of learning from people (i.e. role models, coaches, or managers)
- 10% of learning from formal training (i.e. seminars, classes, or reading)

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Personalize Learning: 10 trends to personalize learning in 2015

Personalize Learning: 10 trends to personalize learning in 2015 | Edumorfosis.it | Scoop.it
2015 is the year the focus will finally turn the corner by organizations in education and the business world to get it right: it is about the learner. It is not about calling it “Personalized Instruction” or “Personalized Education.” It is not about the technology, the curriculum, or instruction. It is about the learner making learning personal for his or herself. It is about teacher and learner roles changing. It is about calling students “learners.” It is about transforming the system because now is the time to change the system. The current system is broken. It isn’t working for most of our learners. The current system of content delivery and focusing on performance instead of learning is not making positive changes for our children and their future. So we put together four large concepts that encompass the 10 trends that you will see impacting learning starting this coming year: Learning Culture, Learning Environments, Deeper Learning, and Partnerships in Learning.

Via juandoming
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[Infographic] The evolution of Learning Technologies

[Infographic] The evolution of Learning Technologies | Edumorfosis.it | Scoop.it


ince its first appearance nearly 6,000 years ago, educational technology has given birth to some of humanity’s finest inventions. Without it, we wouldn’t have historical records, textbooks (digital or print), search engines, or social media. We’d be doing sums on our fingers and toes and drawing maps in the dust with sharp sticks. We’d be generating tools without advancing our collective knowledge.

Like technology, educational technology is much more than computers and networks. In fact, a quick look at its etymology shows us that it refers to three concepts at once: the Latin educare, meaning to rear or train; the Greek techne, meaning art, skill, craft, or the way, manner, or means by which a thing is gained; and logos, Greek for word, or expression by words. While technology translates as “words or discourse about the way things are gained,” educational technology adds a specification: “things” as skills or information, acquired through training.

As an instrument of learning, edtech is equal parts process and practice. The Association for Educational Communications and Technology defines educational technology as “the practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” We also know that as a process or resource, it’s any system or tool that serves learning, from pencils and printers to written communication itself.

The evolution of educational technology has been, in turn, both highly predictable and entirely surprising. While it’s likely that no one had imagined written communication very long before they tried it out, other developments have been a long time coming.


For example, in his 1980 book Mindstorms, Seymour Papert predicted that computers would help students gain “a sense of mastery over a piece of the most modern and powerful technology and establish an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.” Papert had been working on a programming language called Logo that allowed students to manipulate graphics on a screen in order to boost their mathematic reasoning skills.


40 years before the iPad, in 1972, Alan Kay devised a “Dynabook” that would “qualitatively extend the notions of ‘reading, writing, sharing, publishing, etc. of ideas’ literacy to include the ‘computer reading, writing, sharing, publishing of ideas’ that is the computer’s special province.”

The more edtech evolves, the easier it is to imagine future possibilities. Now that wearable technology has entered the picture, we can’t help envisioning actual implants that record everything a person sees, hears, and even feels. We could be just a few short decades away from total-immersion technology that turns game-based learning into role-playing reality.


However the future of educational technology unfolds, it’s important to note the way it’s shaped history so far. Doing so will help educators and students visualise its potential more fully and use it in ways that aid future generations.


To help educators and learners get a glimpse of the technological changes education has been through, InformED has put together a fun and interesting interactive infographic detailing when technologies have been invented and adopted into people’s learning and development.


Via L. García Aretio, juandoming
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Carlos Rodrigues Cadre's curator insight, December 17, 2:04 PM

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Using time and space in online learning

Using time and space in online learning | Edumorfosis.it | Scoop.it

This is another post on the characteristics of educational media and technology, which form part of Chapter 8, ‘Understanding Technology in Education’ for my online open textbook, Teaching in a Digital Age.

Different media and technologies operate differently over space and time. These dimensions are important for both facilitating or inhibiting learning, and for limiting or enabling more flexibility for learners. There are actually two closely related dimensions here:

1) ‘live’ or recorded (time)
2) synchronous or asynchronous (space)

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María Dolores Díaz Noguera's curator insight, December 17, 11:13 AM

EL TIEMPO Y EL ESPACIO UNAS VARIABLES DIFERENTES..Using time and space in online learning | @scoopit via @edumorfosis http://sco.lt/...

Carlos Rodrigues Cadre's curator insight, December 17, 2:05 PM

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Models for designing your Personal Learning Environment

Models for designing your Personal Learning Environment | Edumorfosis.it | Scoop.it
A personal learning environment (PLE) is a solution for keeping up with the rapid pace of knowledge change. Some say it is a concept, while others say it is a technology.

I think a good definition is this: a self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests.

Because it is personalized, everyone’s PLE will be unique. Because it is collaborative, information may be continually created and shared. In the workplace, designing a personal learning environment has the potential to partially replace conventional courses.
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[Slideshare] Taller EDpuzzle y Zaption

Taller para STEMmED II.
Herramientas que fomentan “Flipped classroom”
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Josue Palacios's curator insight, December 17, 8:08 AM

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MOOC MOOC: Critical Pedagogy

MOOC MOOC: Critical Pedagogy | Edumorfosis.it | Scoop.it
Over the last year, we’ve watched the discussion of pedagogy in higher education shift. The MOOC crisis, the urgency to move toward the digital, the welfare of our contingent colleagues, and an imperative to confront directly issues of gender, race, class, and sexuality — both within the university and outside its walls — have us asking more and more critical questions about how we should teach, where we should teach, and why. The contents of our Twitter streams have made clear that we can’t go on talking about pedagogy as though business is usual. #Ferguson, rape culture, and the often inhuman conditions under which adjunct teachers work make clear that teaching can and must be politically aware, even socially active. Many of us live and work in situations that require what Paulo Freire would call “hopefulness” — but a hopefulness that demands and results in real action.
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