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Mission and Vision: Which direction are you rowing?

Mission and Vision: Which direction are you rowing? | |

Working within a vision or mission are much the same as being part of a rowing team.  A well focused rowing team knows why they are rowing and what they need to do to stay in synchronization.  Every person on that team  knows their specific role and how they contribute to the team.  Additionally, they all know which direction they need to row in, and they know the certainty of what will happen if one of them should be rowing out of sync or in the wrong direction.

School mission and vision statements provide the same framework and structure as a team of skilled, synchronized rowers.  Your school mission statement “brands” why you are there and what your purpose is. It provides, or should provide, the lens through which all of your decisions get made.

Often times, staff have gone through mission writing exercises only to come up with either a lofty or unclear mission statement that worse yet, gets published and no one ever looks at.  If the mission of your school is not clear, how do you make decisions and are your staff focused on why they are truly there?

Edumorfosis's insight:

Por eso es que siempre estamos estancados en el mismo sitio desde1967, porque la mayoría está remando con el mínimo grado de intensidad posible. Así nunca llegaremos a descubrir nuevas latitudes llenas de posibilidades...

Ivon Prefontaine's curator insight, April 25, 2014 2:57 PM

Missions and visions are challenging. On one hand, we have diverse people working together in schools who rarely meet in a meaningful way. On the other hand, we have these expectations they share things in common which they do, but without time to flesh those things out it is hard to have meaningful missions and visions.


What happens is school managers pick those who share their vision and form a core group, come up with gibberish, and everyone goes back to their classrooms to carry on. We need something different and meaningful.
Hacia una educación disruptiva en la era del conocimiento hiperconectado...
Curated by Edumorfosis
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[Infographic] Instructional Design now

[Infographic] Instructional Design now | |
Instructional Design Now Infographic, a collaboration of the Association for Talent Development (ATD) and the Institute for Corporate Productivity (i4cp), explores a learning landscape rich in emerging opportunities, populated by professionals eager to create and unleash content that drives employee development and organizational performance.

A century ago, education systems and instructional design (ID) were shaped by the concepts of scientific investigation and empirical knowledge. Fifty years later, instructional systems, as well as their components and properties, were revealed in the writings of Robert Gagne, James Finn, and others (McNeil 2014). Today, instructional design is at the core of an organizational learning industry that finds itself inundated with new tools, technologies, and approaches.

Instructional design appears to be retaining many traditional touches, despite the constant challenges from evolving technologies, corporate expansions taking employees’ learning needs global, and perennial struggles for funding and support. Live, instructor-led classrooms are still widely used in organizations, and other personal-touch learning methods, such as face-to-face coaching and mentoring, continue to produce effective results.

But ATD and i4cp found that instructional designers don’t rate their profession’s overall efforts as highly as they might. Only about half of surveyed design and learning practitioners characterized their instructional design efforts as effective in helping to meet organizational business objectives. Far fewer believed that their instructional design was highly effective at addressing learning needs.

The diverse influences on instructional design today raise many interesting questions. Does formal education still play a valuable role in preparing designers for the challenges of the workplace? Are most organizations embracing high-tech options, such as mobile learning, social learning, and MOOCs? Which of the newer tools and approaches produce better learning results for companies? And what can instructional designers expect the next few years to bring?

With those questions in mind, ATD and i4cp gathered insights from instructional designers and learning professionals worldwide to assess the current and anticipated future states of ID and its contributions to business success. Find out more in the Instructional Design Now: A New Age of Learning and Beyond report.
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3 strategies to integrate technology into any lesson

3 strategies to integrate technology into any lesson | |
In today’s classroom, we have moved beyond teaching reading, writing and mathematics through rote memorization.

We must push students to dig deeper and ask clear, thoughtful questions so they build the critical thinking skills essential for success in school, college and life. Technology has played a huge role in the development of the modern classroom, progressing from something that’s “cool” or “different” to a key piece of the critical thinking puzzle.

While technology is an important part of the education equation, it doesn’t tell the whole story. Teachers play a bigger role than ever in developing an engaging well-rounded curriculum, though integrating technology into the mix presents its own unique set of challenges. Many teachers have been reluctant to replace their print materials due to cost and dissatisfaction with the available digital options. According to the MDR 2014 State of the K–12 Market Report, there’s a growing demand for solutions that improve teaching and personalized learning and educators are willing to consider new instructional models.

So, how do we build an engaging curriculum based on the components of critical thinking, while incorporating technology into the mix – without sacrificing the basics? Here are a few simple tips to integrate technology into almost any lesson.
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Workplace Performance: 70:20:10 - Beyond the blend

Workplace Performance: 70:20:10 - Beyond the blend | |
This expansion of blended learning into the workplace can be termed ‘adding learning to work’. We intentionally add learning-focused activities into the workflow.

A number of researchers and practitioners have categorised the process of extending learning into the workflow as ‘adding and embedding’ or ‘embedding and extracting’. The categorisation below brings together some of the ways in which this happens.

Adding learning to work occurs where intentional learning-focused actions are taken to extend formal away-from-work courses and programmes back into the workplace. Most leadership and management programmes use this with work-based assignments, linked action learning, and other techniques.

The key point is that ‘adding learning to work’ is achieved through intentionally designed activities that are linked with a formal learning intervention.

Blended learning almost always falls into the ‘adding’ category. It is learning-focused and based around dependent learning models.
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[Slideshare] Open Education and Personal Learning

In this presentation I outline major aspects of the learning and performance support systems (LPSS) program as it relates to open education environments. In particular I focus on understanding OERs as words, aggregating and analyzing OERs, data representation, and learner production and sharing of OERs. I conclude with a number of brief case studies of how work in LPSS supports this perspective. For audio please see

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4 must have slices of an Instructional Design pie

4 must have slices of an Instructional Design pie | |
Every instructional designer will be trained on standard instructional design principles such as ADDIE or Gagne’s nine events. It is not easy to remember all these concepts and apply them at the right instant of time, especially for people that have just started their career in instructional design. Therefore, as an instructional designer, you should be skillful at four different slices of an eLearning pie that always remind you of the ideas behind these principles. Let’s see what they are.
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MOOC 4.0: The next revolution in Learning and Leadership

MOOC 4.0: The next revolution in Learning and Leadership | |

Eighty-eight percent of the respondents said in an exit survey that the course was either "eye-opening" (52%) or "life-changing" (36%). So, how is it possible for an online course to be either eye opening or life-changing for almost everyone? We do not know for sure. But reading the feedback we now believe that we have stumbled into a new space for learning--one that we refer to as MOOC 4.0.

Massive Open Online Courses (MOOCs) have evolved over the past three years. This is how we think about their evolution:

  • MOOC 1.0 - One-to-Many: Professor lecturing to a global audience
  • MOOC 2.0 - One-to-One: Lecture plus individual or small-group exercises 
  • MOOC 3.0 - Many-to-Many: Massive decentralized peer-to-peer teaching. 
  • MOOC 4.0 - Many-to-One: Deep listening among learners as a vehicle for sensing one's highest future possibility through the eyes of others.

Via juandoming
Marinhos's curator insight, Today, 6:40 AM

Enquanto tem gente falando em quarta geração de MOOC, há quem preveja que esses cursos não terão longa vida.!

[Congreso Educación y TIC] La 2da alfabetización: Educar para conocerse

Hacé click en Me Gusta y compartilo! - Twitter #CongresoTICLEF ¡Participá! Organizado por Excellere Consultora Educativa
¡Suscribite al canal para recibir otros videos y tutoriales!

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[Video] Content Curation

In this video we talk through a simple and effective technique for sharing relevant industry content with you social media audience. The tools and techniques discussed will help you run your social campaigns efficiently and gain more followers and engagement.
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From "knowledge worker" to "learning worker": what this means for an organisation

From "knowledge worker" to "learning worker": what this means for an organisation | |

Work is changing, and as a consequence Jacob Morgan believes that one of the principles of the future employee (see infographic to the left) will be the shift from being a “knowledge worker” to being a “learning worker”.

Knowledge is a commodity, to be the smartest person in the room all you need is a smartphone. What is far more valuable than knowledge is the ability to learn new things and apply those learnings to new scenarios and environments. This is what the employee of the future needs to focus on, “learning to learn.”’

So what does this mean for an organisation?

Sahana Chattopadhyay's curator insight, May 5, 12:04 AM

The 7 principles of today!

[Infographic] Google Apps and the SAMR Framework

[Infographic] Google Apps and the SAMR Framework | |

Google Apps has made quality software accessible to everyone at little or no cost. In education, it provides educational institutions with cross-platform software that’s free and feature-rich. The best thing about Google Apps for Education is that it goes beyond a productivity suite and offers functionality that can actually transform learning. The Google Apps and the SAMR Framework Infographic presents how: Substitution – Augmentation – Modification – Redefinition is made easy with Google Apps!

SAMR stands for “Substitution – Augmentation – Modification – Redefinition”. It is a framework for using technology to transform learning.

Substitution: Using new technology for an old task
Augmentation: Using additional new technology for an old task
Modification: Using new technology to change an old task
Redefinition: Using new technology to create new tasks

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Google Classroom: A free Learning Management System for eLearning

Google Classroom: A free Learning Management System for eLearning | |
As eLearning professionals, we are always looking for tools that help save time when it comes to the organization and maintenance of our online courses. We want to offer our audience the best possible experience, but keeping everything streamlined can be quite a challenge. The good news is that Google Classroom may be just the free learning management system that you’ve been looking for!
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60 smarter ways to use Google Classroom

60 smarter ways to use Google Classroom | |
Google Classroom is quietly becoming the most powerful tool in education technology.

It may lack the visual appeal of iPads, or the student credibility of a BYOD program. It may not be as forward-thinking as we’d like here at TeachThought, but Google Classroom excels in providing solutions for a broad swath of teachers who have a variety of expertise and comfort level with education technology. It also uses Google’s familiar template that many teachers have used for years. As such, it scratches the itch for many teachers in many classrooms right here, right now.

So below are (at least) 60 thing you can do with Google Classroom. We’ll be updating this list as new ideas come in, the platform changes, and we learn more about its subtleties on our own.
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[Slideshare] Teorías de Aprendizaje y Visones Pedagógicas del Siglo XXI

Presentación realizada en la Universidad San Buenaventura (Sede Cartagena), en la que hacemos un pequeña introducción a los frameworks de aprendizaje y teorías que emergen en este siglo XXI.
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[Slideshare] Nuevos modelos de CV (que deberías conocer)

Las TIC's han supuesto una revolución; a la hora de buscar empleo también. Ya no basta el currículum tradicional en papel. El vídeo CV, el currículum infográfico, las redes sociales, los blogs u otros tipos de currículum son utilizados para complementar al tradicional CV y para destacar y demostrar habilidades, destrezas, etc.

En el taller sobre empleo y marca personal organizado por la Universitat Oberta de Catalunya muestro a los asistentes algunos de esos CV alternativos.
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[Infographic] 6 steps of efficient eLearning course design process

[Infographic] 6 steps of efficient eLearning course design process | |
How can you develop a top-notch eLearning course that meets your needs very effectively? What does it take to create the perfect online course? Well, you need to follow a well-defined eLearning development process.

Following a proper online course development process prevents time and cost overruns and ensures quality. Here is a wonderful info-graphic that list the 6 steps of a good eLearning development process.
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TEPA: Tecnologías del Empoderamiento, Participación y Acción

TEPA: Tecnologías del Empoderamiento, Participación y Acción | |
Hace tiempo que las TICs o «Tecnologías de la información y de la comunicación» han irrumpido en nuestro sistema de enseñanza-aprendizaje; ese al que llamamos «escuela tradicional».

Sin embargo, aunque parezca mentira, a día de hoy se encuentran fuera del aula, utilizadas por los jóvenes –que ya se han empoderado con ellas–. Mientras tanto, los «adultos-referentes», en muchos casos, se resistieron –y se resisten aún hoy– a su adopción.
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A three-step process for becoming an eLearning pro

A three-step process for becoming an eLearning pro | |
“I want to become an elearning pro. What do I have to do to get better?”

This is one of the most common questions I’m asked. I’ve addressed it a few times in the blog by sharing some tips, free ebook recommendations, and a ton of tutorials. But it’s still a common question and worth reviewing from a slightly different perspective.

We’ll look at three key steps in the process of becoming an elearning pro.
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[Infographic] What's the future for Mobile Devices in the classroom?

[Infographic] What's the future for Mobile Devices in the classroom? | |

Mobile devices are more prevalent in K–12 classrooms than ever.

A new survey on mobile learning from Project Tomorrow shows that today's schools are relying increasingly on students having experience with devices like smartphones and tablets to engage in modern curriculum.

Project Tomorrow's 12th annual Speak Up Research Project surveyed teachers and students at more than 8,000 schools and 2,600 school districts to gain insight on how these devices are affecting education. The results were adapted into a report and an infographic.

Key findings from the survey include:

  • 45 percent of surveyed administrators say blended learning initiatives have yielded positive results
  • 27 percent of surveyed high school principals say they are not yet offering online courses
  • 24 percent of surveyed students say they would prefer if all their courses were online
  • Nearly 75 percent of surveyed students say that "every student should be able to use a mobile device during the school day for learning."
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Algoritmos para la Educación Disruptiva (learning is the work)

Algoritmos para la Educación Disruptiva (learning is the work) | |
¿Alguien quiere personalizar los espacios de aprendizaje? Evidentemente un 99% dirá que quiere, faltaría más…

Pero el uso de diseño y arquitectura para facilitar el aprendizaje personalizado es sólo una parte del proceso. Weaver dice que es imprescindible inmiscuir la escuela en el proceso, capacitar al personal para abrazar el nuevo enfoque, y luego continuar a integrar el proceso en el largo plazo mediante la capacitación del personal y los alumnos.

Sin embargo el éxito los espacios, si las ideas no están incrustadas en la cultura escolar, no sirve para nada…

“Si abordamos adecuadamente la gestión del cambio, hay que cruzar casi todas las líineas rojas que existen hoy, sino lo hacemos, a lo mejor no vamos a tener una oportunidad como ésta.
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Personalización de los "flujos" de datos (Educación disruptiva)

Personalización de los "flujos" de datos (Educación disruptiva) | |
Cuando usamos la analítica para entender cómo pepitas individuales de contenido se realiza, por ejemplo, que los alumnos acceden a los Nuggets, la forma en que están accediendo a ellos, en los que los están utilizando, que es el uso de ellos, y lo que las calificaciones son -lo que acabamos es con la capacidad de hacer ajustes frecuentes que mejoran las necesidades del alumno . Cuantos más de estos ajustes hagamos, más personalizado y más se personaliza todo el proceso, otra cosa será conseguir la automatización de la retroalimentación, lo cuál nos llevaria a un aspecto crítico, es cierto, pero por otra parte determinaria de una vez por todas que el autoaprendizaje llegaría a su mayoría de edad y esto corresponde sin duda a la web 3.0 y/o 4.0.

Esto a su vez da a los diseñadores una conexión para el rendimiento instantáneo. Sabemos de inmediato qué tipo de impacto que cada pepita de contenido está teniendo en los aprendices, es una especie de RESONANCIA MAGNÉTICA continuada.. Esto nos acerca a el santo grial de la personalización, donde la analítica nos da el contenido adecuado para cada alumno, en lugar de que el alumno encontre el contenido por sí mismos.

Los elementos clave, sin embargo, son las pepitas de tamaño de un bocado de contenidos, perfiles de usuario, y la retroalimentación social.
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Estrategias críticas de aprendizaje y de desempeño

Estrategias críticas de aprendizaje y de desempeño | |
Estaba leyendo a Clarles Jennings en…/qa-with-charles-jennings-7020…/, otro de mis autores referencia sobre el analisis y la evaluacion de desempeño como una de las nuevas competencias fundamentales en el LEARNING IS THE WORK, com un procedimiento continuo, sistemático, orgánico y en cascada, de expresión de juicios sobre el personal de una organización, en relación con el trabajo y el aprendizaje habitual y a su potencial de desarrollo, y que se plantea con una óptica histórica y prospectiva que pretende integrar los objetivos de la organización con los del individuos…

Del mismo modo, Brown (1983) y otros… visualizaron una distinción entre una posición estática y una perspectiva dinámica de conocimiento y desempeño, con el argumento que los aprendices varían no solo en lo que saben, sino también en lo que hacen con lo que ya sabíen previamente.
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[PDF] Aprendizaje Basado en Problemas

[PDF] Aprendizaje Basado en Problemas | |

Transformar el currículo para enseñar y aprender a través de la resolución de retos reales. Conectar los aprendizajes con la vida y la sociedad. Incentivar el aprendizaje competencial en los alumnos utilizando estrategias de trabajo cooperativo. Fomentar el uso de competencias del s. XXI como la creatividad, el trabajo autónomo, el espíritu crítico o el diseño de productos de conocimiento a través de herramientas digitales. Dar sentido al rol del docente como guía en los aprendizajes. Incorporar la evaluación en el centro del proceso de aprendizaje…

¿Quieres saber cómo aplicar todos estos conceptos desde una arquitectura pedagógica? No te pierdas este monográfico práctico del Explorador de Innovación Educativa de Fundación Telefónica.

Via Mariano Fernandez S., TabataOsuna
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Active Learning in Virtual Business Landscape: The road to success

Active Learning in Virtual Business Landscape: The road to success | |

Virtual markets are the perfect venue for the students from business schools who are seeking to improve their entrepreneurial skills in a free risk environment. Active learning, applied in scenarios involving virtual enterprises, has multiple advantages: it requires the students to take responsibility and initiative in their own decision making process; the students are able to carry out virtual business transactions with other practice enterprises, through eLearning platforms.

I have the chance to coordinate the activities of three virtual enterprises and their outstanding results encouraged me to share this experience with all of you who are interested in business simulations supported by eLearning platforms. One of these companies – Smart OWL (Online-Web-Leading), a virtual enterprise providing online marketing, SEO and web design services to its clients (other virtual enterprises from worldwide), achieved the best performance, reporting first prize at the category: Look – Here I am, the 7ᵗʰ International Practice Enterprise Trade Fair, which took place at Jesolo (Venice) in the period 14th – 16th of April 2015.

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[Slideshare] ¿Qué necesitas saber para empezar a incorporar metodologías de Flipped Learning?

Presentación de un taller para aprender a implementar flipped learning con consejos prácticos de implementación, nivel básico metodologias sencillas e innovadoras herramientas tecnológicas fáciles de usar.
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