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6 ways the Internet of Things will develop by 2025

6 ways the Internet of Things will develop by 2025 | |

For some time now, futurists have imagined an "Internet of things" where everything from vehicles to appliances are part of one big network. Two decades ago, it seemed like a fanciful idea. Today, it looks inevitable. All the pieces are in place, and some of them are already connected.

A new report from the Pew Research Center Internet Project and Elon University’s Imagining the Internet Center looks further ahead to 2025, and asks how things will have moved on by then. Its conclusions--summarized below--are based on responses from 2,551 people, both Internet "experts" and members of the public.

Via manuel area, juandoming
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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
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7 characteristics of Learner-Centered eLearning

7 characteristics of Learner-Centered eLearning | |
Traditionally, education involved "push" style information transfer from trainer to learner. However, in 2016, we are well into a new era of learner self-empowerment where learners expect to be able to access information how and when they want and that content needs to be relevant, relatable, and satisfy their needs. In this article, PulseLearning presents 7 characteristics of learner-centered eLearning.

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[PDF] Skills and jobs in the Internet economy

[PDF] Skills and jobs in the Internet economy | |
The combination of slow economic growth, lingering unemployment, some of it structural, and a dramatic demographic shift towards older populations on the horizon is increasing pressure on policy makers to find ways to boost productivity. The Internet is seen as a key platform that can help support needed productivity gains, open up new business opportunities, and lead to new and better jobs. But at the same time, the Internet is forcing a significant reorganisation of businesses, and this affects labour demand and ultimately employment.
The combined effect of these drivers is not obvious, and may depend on specific conditions and policies in each country. There is increasing demand for ICT skills Workers increasingly need both generic and specialised ICT skills to accomplish their tasks at work as the Internet becomes more engrained in work processes. An analysis of the O*NET database in the United States shows that the information technology category of occupations has the highest percentage of occupations categorised as having a “bright outlook” through 2022.
This suggests continued growth for ICT jobs and highlights the need to promote ICT skills among workers. ICT-related occupations are spread throughout the economy but certain sectors have a higher concentration of ICT-categorised occupations than others. The health care/social assistance sector has the largest number of ICT-related occupations, accounting for nearly 20% of all ICT-related occupations in the United States. A combination of a rapidly ageing population and the potential cost savings possible from ICTs suggests that this sector will likely remain an important source of ICT-related jobs in the future. Educational services, manufacturing and public administration also have a high proportion of ICT-related occupations.
The sectors of the economy that require the highest levels of ICT skills from workers include ICT, finance/insurance, professional services and real estate. Data from the OECD’s Programme for the International Assessment of Adult competencies (PIAAC) also show that managers, professionals, technicians and clerical support workers use more ICT skills at work than other occupational clusters in the economy. Workers in smaller firms are less likely to use ICTs than workers in much larger firms. Smaller firms typically lag behind larger firms at adopting ICTs but these firms will likely need to leverage ICTs more effectively in order to stay competitive.
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Maker, el responsable de su educación!

Maker, el responsable de su educación! | |
Makerspace para la Educación, es un espacio digital de colaboración para que los educadores exploran cómo crear y utilizar makerspaces en sus propios entornos y ayudarán a transformar la pedagogía de los educadores individuales a través de la inmersión en el contexto y el apoyo de una comunidad de práctica.

El Movimiento Maker es un vehículo que permitirá a las escuelas formar parte de la necesaria vuelta a la educación constructivista. Un movimiento que permite a los estudiantes ser creativos, innovadores, independiente y con buenos conocimientos tecnológicos; no es una forma "alternativa" para aprender, pero aboga para entender lo que el aprendizaje de hoy y de mañana deben ser. (Stager, 2014).
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Higher Ed Learning Forum: The Digital Future of Education

Colleges and universities must continue to embrace technology and new ways of teaching if they hope to engage students, said a group of education experts at a recent conference in New York. The Higher Ed Leaders Forum, held on June 20 and 21, brought together members of the higher ed and K–12 communities for a panel discussion entitled “The Digital Future of Education.”


Panelists, who included James E. Ryan, the dean of the Harvard Graduate School of Education, said students’ shorter attention spans and increasing dependence on their smartphones are having an impact on education. An article on MeriTalk dives into the issue:

  • Students are now accustomed to a certain level of technology, and have those expectations in the classroom.
  • Ryan believes a successful transformation to a digital classroom involves more interaction, conversation, problem-based lessons, and project-based learning.
  • When students come to a physical space… they should be engaged and doing something that’s difficult to do online,” said Ryan.

Panelist John Palfrey, the head of school at Phillips Academy in Massachusetts, added that makerspaces give students the sorts of learning opportunities they can’t get online.

“It’s been really effective as a space to change things up a bit and get kids using their hands and thinking differently,” he said.

Catch more of the discussion about The Digital Future of Education by watching The New York Times video.

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Technology to help teachers do what they do best

Technology to help teachers do what they do best | |
Great teachers inspire us, listen to us and learn from us; they bring the most mundane subjects to life. Technology can help great teachers do what they do best—stimulating minds and fostering skills in the next generation—and make learning even more rewarding for students. So we’re excited by the updates and improvements to our tools for the classroom we’re announcing this week at the ISTE conference, one of the largest education technology gatherings in the world.
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Tinkering with Old Technology

Tinkering with Old Technology | |

The maker movement has a great opportunity to reignite the sense of curiosity that children once had fuelled by their tinkering journeys. With making comes opportunities to look beyond the plastic covers, to use tools and machines to solve problems we seek and wish to solve. Connecting to the machines of the past and bringing these items into our MakerSpaces is one way to inspire curiosity. If our students can see how engineers once solved problems with mechanical devices, they can begin to build an understanding of how our modern devices solve similar problems in new ways. Beyond the tinkering and the making opportunities to explore technology that proudly refuses to hide its bits allows heightened levels of inquiry. Seeing the parts of a machine move and mesh together, seeing how a force is transferred from one object to another, from one form of energy to another is a catalyst for rich and meaningful exploration. If we want our students to develop inquisitive dispositions this is a great way to do it.

Via Chris Carter, Mark E. Deschaine, PhD
Chris Carter's curator insight, June 25, 1:22 PM
I love old tech!!

Dinero, aprendizaje…todo está en red!

Dinero, aprendizaje…todo está en red! | |
Sin pensarlo lo que algunos llaman “economía capitalista” se verá de lleno dentro de nada en la sociedad en red, por lo que sus tesis van a cambiar se quiera o no. El “esfuerzo” por tener las cosas previstas, pasarán a un segundo plano y la influenciabilidad será moneda de cambio, mejor dicho, será la manera de vivir.

Cada persona tendrá su opinión, su manera de hacer las cosas pero las verdades únicas, estandarizadas…, ya no tienen sentido. Ni el mismo aprendizaje valdrá para nada si solo queremos hacerlo ni basándonos en lo que nos digan que hagamos ni tampoco lo que hagamos de manera individualizada, es decir, ni el aprendizaje estandarizado ni el personal/individualizado valdrá para nada, de echo ya no tiene sentido, solo valdrá el que hagamos y construyamos en RED, de manera socializadora y personalizadora.
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Interacción de conocimientos y aprendizajes!

Interacción de conocimientos y aprendizajes! | |

Antonio Delgado hace un tiempo (el tiempo es relativo) habló de mis conceptos de deslocalización….desaprendizaje……/la-deslocalizaci…/ La deslocalización y la conectividad, cambian el concepto de “educación! (Juan Domingo Farnos)


La sociedad desaprenderá, pero solo lo harán aquellas personas que hayan “vivido” en el pasado, los que hayan nacido en los últimos años no tendrán necesidad de desaprender nada, porque nada aprendieron con anterioridad.

No es cuestión de edad, si no de “aprendizajes”, por tanto la edad no es una circunstancia “necesaria” si no “de necesidad”, por tanto,” la sociedad “siempre tiene razón”, aunque nos parezca que se equivoque…. (Juan Domingo Farnós)

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5 tips for using Connectivism in eLearning

5 tips for using Connectivism in eLearning | |

Experiences is an invaluable part of the learning process, but incorporating real world, hands-on knowledge can be a challenge in eLearning. Fortunately, connectivism gives you the ability to incorporate social media networks, community forums, video sharing platforms, and a variety of other online tools to make your eLearning courses collaborative, interactive, and experience-rich. Even if your learners are a world apart, they can still communicate and share feedback with their peers in order to broaden their knowledge base and skill sets. In this article, I will explore how to apply connectivism in your eLearning strategy.

Jorge Jaramillo's curator insight, June 28, 7:34 AM
El conectivismo es una de las teorías o tendencias educativas que nos permiten aprender de otros y enseñar a otros. Si queremos desarrollar competencias necesarias para el siglo XXI, debemos aplicar constantemente al menos estos cinco tips que se mencionan es este artículo, es donde la construcción de redes de pares es fundamental.!

Project Based Learning: Start Here

Project Based Learning: Start Here | |
The easiest way to explain PBL is to compare it to what we think of as “traditional” instruction: In a traditional classroom, we deliver content to students, give them opportunities to practice or apply what they learned, and eventually conduct a summative assessment—this could take the form of a test or it could be more of a performance assessment, like an essay, a speech, or a project of some kind. Careful, though: The “project” in many cases is often something like a poster that merely regurgitates the facts students were taught in the unit.

With project based learning, the content is baked inside of a long-term project, a real-world problem students need to solve in a creative and authentic way. In the process of solving the problem, students also meet required standards, but this work is integrated into the project, not separate from it.

Take the study of viruses, for example. A PBL project might ask students to educate their peers on the best ways to prevent the spread of viruses in school. To do this, they would need to study microbiology to understand how viruses work, research prevention tools, then use their writing and speaking skills to determine the most effective means to convince their peers to change their habits; this may come in the form of a video or poster series.

In this Edutopia video, we get a good overview of how PBL is different from the kind of instruction most of us are used to.
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Breve historia del Diseño Instruccional

Breve historia del Diseño Instruccional | |
Hemos dedicado varias entradas al tema del diseño instruccional,que se define como una “variante de la tecnología educativa que posibilita la creación de experiencias y entornos de aprendizaje donde emergerán esas actividades instructivas y donde, por tanto, se producirá un aprendizaje eficaz, eficiente y atractivo”. Pero en su origen, el Diseño Instruccional estaba desligado de la tecnología. En este infográfico podemos comprender la evolución de los modelos de Diseño Instruccional, desde Skinner a la era del “BIG DATA”.
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5 tips to apply The Repair Theory in eLearning

5 tips to apply The Repair Theory in eLearning | |
Brown & VanLehn's Repair Theory [1] explores the connection between learning procedural knowledge and making mistakes. These mistakes are known as "bugs". When learners are unable to complete a task or process, they must apply a variety of different strategies, or "repairs", in order to surmount the obstacle. While certain repairs may lead them to the desired outcome, others may result in further errors and incorrect performance behaviors.

According to VanLehn, due to the fact that learners’ bugs are unstable, they may cause "bug migration" [2]. When this occurs, the learner moves between "bugs" because they do not have a solid foundation to build on. In other words, they have developed an effective procedure, but it has flaws or gaps that create even more "bugs". However, as these "bugs" are systematic, they can be identified and corrected. Here are 5 tips that can help you apply the Repair Theory in your eLearning course design and turn every mistake into a learning opportunity.
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Multitasking and the Online Student

Multitasking and the Online Student | |
Multitasking? No problem. Or so I thought. Juggling two jobs, two children, two offices and a husband gives me ample opportunity to stretch my multitasking muscles. I used to brag about how much I could handle at one time. And I always thought that I was saving time by doing multiple tasks at once. However, I’ve learned that multi-tasking actually makes me less efficient in the long run, affects my short term memory and honestly creates quite a bit of stress in my life.
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Workplace Performance: Language Learning - an exemplar of a 70:20:10 Approach?

Workplace Performance: Language Learning - an exemplar of a 70:20:10 Approach? | |

The 70:20:10 framework helps extend our focus on where and how learning occurs. It isn’t a new interface for traditional training, nor a new learning theory. It is a reference model that describes the way people tend to learn.


One of the key elements of 70:20:10 is the principal that the learning which is most likely to be effective, and the learning that lasts, is the learning that occurs closest to the point of use. This is a simple principle, but a challenging one for many L&D professionals.


If we think about language learning, it is almost inconceivable that someone could learn a language without using it extensively (the ’70’) as part of the learning process and also continually learning from others who use it around them (the ‘20’). Of course some structured learning (the ‘10’) is extremely helpful to get started and also to provide some guidance along the way, but structured training in language learning, or in any other domain, will not alone produce high performance. 


High performance in language ability and in other fields is almost invariably associated with five common characteristics.

Via Marta Torán
Marta Torán's curator insight, June 28, 3:30 PM
Charles Jennings escribe sobre cómo el aprendizaje del idioma es un ejemplo claro de aplicación del modelo 70:20:10.

Somos "máquinas de propósito" (D. Pink) y esto es lo que nos motiva para aprender. Aprendemos de la experimentación, la interacción y la revisión del conocimiento estructurado.

Fantástica la identificación de aquello que nos convierte en aprendices perfectos.


Education and the Digital Economy: Strategies that lead to success

Education and the Digital Economy: Strategies that lead to success | |
The digital economy has been described as the economic activity that materializes due to billions of online connections each day among people, companies, data, and devices.

While it may seem natural to focus on the business implications of the digital economy, it will also have a profound impact on education. So if you happen to be an undergraduate, graduate, or MBA student, you owe it to yourself to understand not only the digital economy, but also how your education will prepare you to make the most of the opportunities that present themselves.

One thing’s for certain. When it comes to education and the digital economy, your odds of success will largely depend on the information and communications technology (ICT) skills you develop during your academic career, both as part of the curriculum and as part of your own initiative to pick up necessary skills, because you’ll fall behind if you’re found lacking.
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Capítulo 2 Prisa #DigitalChangemakers

En el segundo capítulo de #DigitalChangemakers contamos con la participación de Noelia Fernández, Chief Digital Transformation Officer del grupo Prisa. Sergio Cortés, Presidente y Fundador de Cink y Nacho de Pinedo, Co-Founder y CEO de ISDI debatirán con Noelia Fernández acerca de cómo conocer mejor a los usuarios y cómo aprovechar las oportunidades que presenta la tecnología para trasladarlo en una ventaja competitiva.

Además, en este capítulo profundizaremos sobre las herramientas clave para el negocio digital. Como, por ejemplo, el Big Data, la omnicanalidad o la hipercontextualización. El escenario digital ofrece potentes recursos como el Internet de las cosas, los wearables o el Mobile first que ofrecen nuevas experiencias para dar respuesta a las exigencias de nuestros clientes.

La iniciativa #DigitalChangemakers es una webserie sobre transformación digital que recoge los desafíos y buenas prácticas de las compañías líderes en su sector. Cink, Consultoría de Innovación Digital e ISDI, escuela nativa de Negocio Digital, impulsores de la webserie, conectan, en esta iniciativa, a los directivos y directivas de las grandes compañías con los líderes del cambio para conocer qué les mueve y cómo afrontan los desafíos digitales y de innovación en sus organizaciones.

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Tutorial ¿Cómo hacer una Infografía?

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TIC y REA: ¿Por qué son útiles las infografías en la educación?

TIC y REA: ¿Por qué son útiles las infografías en la educación? | |

La Infografía es una herramienta de comunicación visual, la cual se utiliza para mostrar de manera clara y rápida información referente a mapas, material educativo, gráficos, datos complejos, estadísticas, entre otros. A través de ella se puede exponer procesos complejos de manera gráfica y de fácil comprensión para el usuario final.

Via Ramon Aragon

How to make a Hologram of yourself in PowerPoint via PPT tricks

Check out this crazy tutorial for how to make a hologram of yourself in PowerPoint! While actual holograms are still a few years away, you can get a small taste of the future with this cool effect.

Via Tom D'Amico (@TDOttawa) , Ann
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The 2016 ISTE Standards for students are here!

The 2016 ISTE Standards for students are here! | |
ISTE spent the last year engaging members and stakeholders in conversations about what should be included in a refreshed version of the ISTE Student Standards. Those new, aspirational, student- and expert-inspired standards were unveiled at ISTE 2016 in Denver.

The discussion around revising the standards began at ISTE 2015 where attendees reviewed the 2007 student standards and envisioned the future of education, work and life. ISTE also brought together a group of education influencers at the conference to provide initial, strategic insight into the refresh process.

Post conference, educators from around the world hosted standards refresh sessions at schools, meeting halls and conferences to get input from colleagues. ISTE also surveyed educators of all types to get their perspectives on revising the standards. Drafts of the refreshed standards were posted online and feedback came in from around the globe.

A group of education professionals, including teachers, technology coordinators, library media specialists, consultants and administrators, then provided expert insight and wordsmithing. This group helped pull together the feedback data into what became the first and second drafts of the 2016 student standards.
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[PDF] Beyond point and click: The expanding demand for coding skills

[PDF] Beyond point and click: The expanding demand for coding skills | |

We live in a digital world. Our phones, our cars, our banks, and our hospitals – nearly every aspect of our lives – depend on computer code. As a result, coding, or computer programming, is becoming a core skill requirement for many well-paying jobs. Coding skills are in demand across a broad range of careers, not just for programmers. The ability not only to use but also to program software is often required of business people who work with data, of designers and marketers who create websites, of engineers who build products and technologies, and of scientists who conduct research.


This report analyzes the job market demand for coding skills in order to highlight the breadth and magnitude of employer demand for these skills and the range of opportunities that learning to code can open for students. The intent of this research is to showcase for school counselors and K-12 students alike the importance of learning to code and the value these skills will have in the job market.


The data contained in this report are drawn from 26 million U.S. online job postings collected in 2015 and have been analyzed to determine the specific jobs and skills that employers are seeking.


Coding skills are of value to candidates across five major job categories:

  • Information Technology (IT) worker
  • Data Analysts
  • Artists and Designers
  • Engineers
  • Scientists
David W. Deeds's curator insight, June 27, 6:49 PM

Good stuff! Thanks to Juan Doming.!

Los diez mandamientos de toda Webconferencia

Los diez mandamientos de toda Webconferencia | |
La Webconferencia nos proporciona un espacio para un diálogo constante que permita a nuestros estudiantes involucrarse y ser partícipes del proceso de enseñanza-aprendizaje de manera significativa. Este proceso es básicamente una experiencia audiovisual que no ha de convertirse en un mero “volcado” de datos. Recuerda que esos “niños digitales” (Jukes, 2006), “Millennials” (Strauss y Howe, 2000), “Aprendices del siglo XXI” (Nussbaum-Beach, 2010) o como les queramos llamar son el futuro de nuestra enseñanza. Este perfil de estudiante y su acceso a materiales online ha influenciado el modo en que aprenden. Han sido modelados por un entorno rico, inmediato, rápido y cautivador. Nos referimos a un perfil de estudiante alfabetizado tecnológicamente, experto, hábil con los medios, multitarea y con estilos de aprendizajes multimodales. No está nada mal la descripción, ¿eh?
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[eBook] A bite-sized guide to Microlearning

[eBook] A bite-sized guide to Microlearning | |

In the world of Instructional Design, Ellen Burns-Johnson is an Instructional Designer at Allen Interactions, a leading custom learning content development services provider based in Minneapolis/St. Paul, MN, focused on creating Meaningful, Memorable, and Motivational learning events for its clients. Ellen has designed eLearning interactions and written content for dozens of projects and clients, including the instructional topics of: Solution selling, software simulation, product sales, compliance training, customer service, and legal consulting skills. Her professional interests include gamification, blended learning, interface design, and social media.


In her new eBook, A Bite-Sized Guide To Microlearning, Ellen provides a summary of recommendations she makes to clients at Allen Interactions and microlearning practices they have implemented with client organizations.

In the spirit of making “short and sweet” learning content, this eBook is organized into short sections, each independent of one another. You can read the sections in order, or read them out of sequence, or only read some sections. Each provides a foundation of knowledge in the following topics:

  • Is microlearning a good fit for your organization? 
  • Delivering microlearning
  • Planning a curriculum with microlearning
  • Designing good microlearning experiences

The rest of this introduction the eBook discusses the definition of microlearning and explores what we know about its effectiveness.



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Feedly, ¿qué es, para qué sirve y cómo se utiliza?

Feedly, ¿qué es, para qué sirve y cómo se utiliza? | |
Según la Wikipedia un feed o fuente web es “un medio de redifusión de contenido web que se utiliza para suministrar información actualizada frecuentemente a sus suscriptores”. Es decir, un feed te permite acceder a todos los contenidos actualizados de una web a la que estés suscrito/a sin necesidad de consultar la página diariamente.

Se suele tender a equivocarlo con RSS (Really Simple Syndication), sin embargo este término hace referencia al formato (que también puede ser Atom o RDF/XML) y no al feed en sí mismo.
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What are Personal Learning Networks?

What are Personal Learning Networks? | |
If you assume students are only learning from eLearning courses, you are failing to leverage a huge part of the learning process.

Ask yourself where do you learn?

Most of us might answer “in a classroom”, but, in reality, the majority of learning comes from other places, like Personal Learning Networks. And these networks are personal, meaning there are no two PLNs that are equal; each of us has a unique range of people we learn from including peers, coworkers, supervisors, experts and other professionals. Today more learners use tools like Google and Wikipedia to acquire new skills and knowledge. They subscribe to personal and professional blogs. Or they ask questions through their social media networks to get the most relevant answers from the members of their PLN.
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