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12 expertos predicen el Futuro de la Educación

12 expertos predicen el Futuro de la Educación | |

Hace algunos meses preguntábamos a 12 expertos en educación su mejor consejo sobre el uso de las TICs. Sin embargo, esa no fue la única pregunta. Hoy presentamos la segunda parte de ese artículo, en la que expertos nos ayudan a predecir cómo será el futuro de la educación de aquí a 10 años.

Al analizar las respuestas del conjunto, lo primero que llama la atención es que parece que la opinión es bastante unánime.Todos los docentes participantes coinciden en la creciente importancia de la tecnología, que llevará a un aprendizaje personalizado al mismo tiempo que social y colaborativo.

El aprendizaje continuo o “Life Long Learning” es otra de las tendencias más comentadas entre los docentes, que también señalan la necesidad de un esfuerzo unificado para hacer posible estos grandes avances en la educación.

Por otro lado, la importancia de las aulas y de los centros educativos parece estar en decadencia. La educación se traslada a un entorno ubicuo.

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Hacia una educación disruptiva en la era del conocimiento hiperconectado...
Curated by Edumorfosis
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Everything you need to know to start teaching online (part 1)

Everything you need to know to start teaching online (part 1) | |
This post is the first in a 3 part series dedicated to helping educators get started with teaching online.

Whether you’re a traditional classroom teacher, subject matter expert, author, independent educator or somewhere in between, there are some preliminary steps you should take before getting your hands dirty with course content.
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Top 5 online learning skills that online instructors should have

Top 5 online learning skills that online instructors should have | |
One of the most neglected areas of online learning is the skills of online instructors. Like face-to-face instructors, online instructors need strong formation in content, instruction and assessment. But since they are teaching through technology, they also need formation in other areas (managing online learners, technology skills). These areas include:
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8 tips to create a Twitter-driven school culture

8 tips to create a Twitter-driven school culture | |
Twitter is one of the most powerful tools that you can use for your professional development -- 24/7. It's estimated that hundreds of thousands of educators around the world are currently using Twitter to connect, share, and collaborate.

While it's fantastic that educators are flocking to Twitter, many of them still feel even more alone and isolated within their own school and district. There's an unfortunate inverse trend I've noticed in education: the more connected you are on Twitter, the less support and collaboration you tend to have within your school.

So I ask -- why can't we have both? Why can't we be connected virtually and face-to-face? What's stopping us from using Twitter to support and collaborate with our colleagues? Although many of you may teach in rooms with closed doors, there is no reason not to connect with your colleagues through Twitter. Here's how administrators can help move this needle.
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[PDF] Ubiquitous Learning: Determinants impacting learners’ satisfaction and expectation with smartphones

[PDF] Ubiquitous Learning: Determinants impacting learners’ satisfaction and expectation with smartphones | |

Although the concept of ubiquitous technologies has been introduced to many parts of society, there have been limited applications, and little is known about learners’ behavior toward ubiquitous technologies, particularly in the context of English learning. This study considers a sample of Korean students to identify the key factors that influence English-language learners’ (ELLs’) satisfaction with ubiquitous learning (u-learning). The proposed model incorporates ubiquitous characteristics (omnipresence, context customization, interactivity, self-directed learning, and perceived enjoyment) as well as learner characteristics (innovation, learning motivation, and computer self-efficacy) and their impact on ELLs’ satisfaction.  In addition, the study assesses the effects of satisfaction on expectation in the context of English learning and employs structural equation modelling (SEM) to test the hypotheses. The results were based on a sample of 376 students using u-learning to study English and indicate that all the variables for ubiquitous characteristics and two variables for learner characteristics (innovation and computer self-efficacy) had significant effects on satisfaction with u-learning and that this satisfaction had a positive effect on expectation.

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5 benefits to jump onboard the eLearning evolution

5 benefits to jump onboard the eLearning evolution | |
The benefits of learning management systems (LMSs) have been known for years but some companies still see eLearning as a new phenomenon.

In fact, many are surprised to learn that the concept of eLearning has been around for nearly two decades. When considering its longevity and increasing popularity, eLearning proves to be more than just a trend.

If you haven’t jumped onboard the eLearning evolution, it may be time to learn about the coming-of-age training approach and consider adopting learning management systems (LMSs) to advance your business.

At a foundational level, it is valuable to know that LMSs provide an online workspace and knowledge center for businesses of all sizes. In addition, some cloud-based LMSs boast company-specific social media communication, state-of-the-art training solutions and automatic reporting tools.

Explore more functions of eLearning. Review these five popular benefits:
Edumorfosis's insight:

En la mayoría de los artículos que he leído sobre las ventajas del eLearning, se menciona una serie de beneficios que redudan en la superficialidad de la plataforma tecnológica. El diseño, la estructuración, la integración, las relaciones, la cultura digital, los hábitos de estudio, las actividades y el ecosistema de aprendizaje rizomático son elementos de mayor consideración. Son la clave del éxito o fracaso de un curso o todo un programa de eLearning.

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[Conference] Higher Ed and the workforce

The EvoLLLution Symposium on Higher Education and the Workforce was hosted on June 24, 2014 at Stanford University.

The event featured three snapshot talks by Maggie Johnson (Director of University Relations, Google - ), Heather Adams (Student, UCLA - ) and Ed Abeyta (Director of K-16 Programs, UC San Diego - ) exploring innovative ideas that could help bring higher education and the workforce closer together. The event, which was The EvoLLLution’s first-ever Symposium, opened the 2014 IACEE International Conference.

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Organiza tu material web con

Organiza tu material web con | | es una herramienta 2.0 que puede resultarnos muy útil para la recopilación de materiales y recursos basada en el concepto de la curación de contenidos. Con esta aplicación online podemos crear listas de contenidos que encontramos en la red o creados por nosotros mismos según los objetivos de nuestro trabajo. Como todas las herramientas 2.0, es una comunidad donde se comparten los recursos y se pueden seguir a otros usuarios para consultar diferentes tipos de publicaciones. Por supuesto, los trabajos se comparten fácilmente en la red a través de Facebook, Twitter y cuenta con aplicaciones para iPad, iPhone y dispositivos Android.

Via JAG, juandoming
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10 ways to connect globally

10 ways to connect globally | |
Our web site is a online community designed to promote connecting and collaborating. From our perspective, professional relationships are the cornerstone of effective global collaborations and our space allows globally minded educators and others to find each other.

If you join our network, you can develop your profile so that other members can learn more about your work, and you can search our member directory to find others from specific fields or countries.
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Blended Learning in the mix: The proactive teacher

Blended Learning in the mix: The proactive teacher | |
It's early spring, and you're just leaving the faculty meeting where you've learned that next year your classes will fall under the umbrella of blended learning, and each of your students will have an iPad as a take-home device. Awesome, right?

With the rapid national push toward moving classrooms and learning experiences to a blended approach, many educators are playing catch-up to learn the best ways of implementing these tools in their classrooms. It's important to keep in mind that feeling overwhelmed by this concept is normal and OK. After all, some schools and districts are just now getting their hands on technology that was developed more than five years ago.

Teachers can be highly successful in a blended environment when they make time for thinking ahead and planning how their classroom will look, feel, and sound in a technology-rich environment.
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How adaptive learning can make Higher Ed more customized and effective (part 2)

How adaptive learning can make Higher Ed more customized and effective (part 2) | |
New adaptive learning models and supporting software are emerging that offer a variety of approaches for learner support, and they’re showing positive results. Online learning resources such as the Pearson MyLabs, powered by Knewton adaptive technology, provide students with a customized pathway for learning content based on an entering diagnostic and provide faculty with dashboards of student progress. A Knewton and Arizona State University partnership increased math pass rates by 18 percent and withdrawals dropped by more than 47 percent. Rio Salado College is also partnering with Pearson and Knewton to develop a personalized learning pilot based on Pearson’s MyWritingLab, and several community colleges have integrated MyWritingLab into their developmental writing courses and seen improved success rates.
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¿Cómo crear Realidad Aumentada?

¿Cómo crear Realidad Aumentada? | |
La Realidad Aumentada (RA) es un recurso interesante en educación por las posibilidades que ofrece. Para aquell@s que os interese el tema y no tengáis conocimientos previos os dejo este post de “En la nube TIC” publicado por Pau Nin, el cual nos hace una breve introducción a este apasionante mundo. Aquí os lo reproduzco.

” En este blog ya hemos hablado en varias ocasiones de la Realidad Aumentada (RA) y de sus posibles usos en educación. Con esta entrada pretendo recoger los diferentes programas y aplicaciones que nos permiten crear nuestra propia RA.

En función del activador podemos diferenciar cuatro niveles de RA, como bien explica Juanmi Muñoz en este artículo. Yo me decanto por otra clasificación: si viene dado por el reconocimiento de aquello que percibe la cámara (un marcador, una imagen, un objeto, reconocimento facial, corporal…) o viene determinado por información geolocalizada.

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La Cooperación en red, rompe todas las estructuras y organizaciones tradicionales!

La Cooperación en red, rompe todas las estructuras y organizaciones tradicionales! | |
En las redes, la cooperación supera a la colaboración. La Colaboración sucede alrededor de algún tipo de plan o estructura, mientras que la La cooperación supone la libertad de las personas a unirse y participar. La cooperación es un motor de la creatividad. La cooperación también es impulsado por la motivación intrínseca, por la confi¡anza y por la transparencia entre las personas en red….

La red permite esta cooperación, las jerarquías tradicionales de las organizaciones, NO. Es por eso que el futuro próximo está ligado a la RES y no a las jerarquías, las redes pueden establece multicircuitos personalizados entre los diferentes estamentos que interviene en cualquier proceso, es por eso que las “empresas” organizaciones económicas, “educativas” en la manera que las tenamos entendidas hoy, tienen los días contados…La red no es lo mismo que el orden actual, más bien es el contrario, hasta ahora lo importante era el OBJETO, ahora seráel SUJETO.
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Marzano's 9 instructional strategies in infographic form

Marzano's 9 instructional strategies in infographic form | |
In education, louder than the call for innovation, engagement, thought, or self-direction is the call to be research-based.

In fact, being research-based may even trump being data-based, the two twins of modern ed reform. The former stems, in part, from deserved skepticism of trends that have little evidence of performance, and the latter comes from a similar place. The big idea behind the both is “proof”–having some kind of confidence that what we’re doing now works, and that because of both data and research, we can more or less nail down what exactly it is that we’re doing that works or doesn’t work, and why.

To be clear, being data or research-based isn’t anywhere close to fool-proof. So many of the modern trends and innovations that are “not grounded in research,” or don’t “have the data to support them” suffer here not because of a lack of possibility, potential, or design, but because of research and data itself being sluggish in their own study and performance.

But this is all way, way beside the point–a long-winded contextualizing for Robert Marzano’s work. Marzano is known for, above all else, identifying “what works,” and doing so by reviewing and distilling research, then packaging it for schools and districts to use. Among his most frequently quoted “products” is the “Marzano 9″–9 instructional strategies that have been proven by research to “work” by yielding gains in student achievement.

And so Dr. Kimberly Tyson thought to gather these nine instructional strategies into infographic form because like moths to a flame, teachers to infographics.
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Everything you need to know to start teaching online (part 2)

Everything you need to know to start teaching online (part 2) | |
This post is the second of a 3 part series dedicated to helping educators get started with teaching online. If you missed part 1, you can view it and a plethora of other related posts by subscribing to the blog.

In the first post of the series, we focused primarily on the research phase of your online teaching endeavor. Now that you’re ready to get your hands dirty with course creation, we’ll be exploring a tried and true method to help you prepare your content for online delivery.

This method assumes you have already chosen a topic and have at least some content, be it written or video.
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Against 'Innovation'

Against 'Innovation' | |
There’s a significant divide — a political and financial and cultural and surely a pedagogical divide — between the technology industry (Silicon Valley in particular) and the education sector when it comes to thinking about the future of teaching and learning and also when it comes to thinking about the meaning of “innovation.” As we move forward with our adoption of educational technologies, we must be more thoughtful, dare I say more vigilant about the implications of that divide.
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Patient capital drives change in education

Patient capital drives change in education | |
In 2001, Arthur Levine, then president of Columbia University Teacher’s College, predicted that one day faculty members would become free agents, increasingly independent of their colleges and universities. “It is only a matter of time before we see the equivalent of an academic William Morris Agency,” Levine, now president of the Woodrow Wilson Foundation, wrote in The Wired Tower.

Fast forward to 2012. Hundreds of professors signed up to teach free Massive Open Online Courses (MOOCs), each of them reaching tens of thousands of students from around the world, more than they ever would in a lifetime of teaching students face-to-face in classrooms on their campuses. And this “overnight change” only took 11 years to begin to manifest.
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Students aren't products

Students aren't products | |
Now a decade plus into the 21st Century, we should have a look around. What you see is 21st Century teaching and learning. This is it.

So where are we? In a bit of a funk, mainly in how we see ourselves and what we “do.” Students, Parents, Teachers, Administrators, Vendors (of everything from curriculum to food and supplies), School Board members, other certified employees, classified employees, community leaders, local business leaders, healthcare providers, local libraries and bookstores—and on and on–all directly and indirectly shape the learning path each child takes.

Identifying other less visible contributors to education would be interesting, but for now it is enough to agree that countless forces shape what, how, and why a child learns. Each of those contributing forces is a living, breathing person, or has living, breathing people behind it. Each of these living, breathing people possess a unique set of experiences and biases, insights and failings, and so when these people encounter one another, there is natural resistance, friction, or some other product of their differences.

Of course, that is not to say these products have to be negative. Difference has been a force behind social progress through history, and so after identifying these “cogs” of the “machine” that educates children, and then admitting each cog possesses a belief system, we’re at least beginning to see a fundamental pattern of cause and effect—of affectors and effected (learners).
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10 ways to help your online students feel at home with your institution

10 ways to help your online students feel at home with your institution | |
The good news is that about 7 million college students will enroll in online courses this year. The bad news is that the retention rates for online students typically trail those of their on-campus colleagues.[1]

There is evidence that stronger student support services — especially targeting the out-of-class experiences of online students — can make a difference in their retention and engagement.[2] As I discussed in an earlier article, the bottom line is to show students that they matter.[3]

Here are 10 ways an institution can help online students feel at home and feel a part of your campus community:
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[Infographic] The 6 laws of learning no Instructional Designer can afford to ignore

[Infographic] The 6 laws of learning no Instructional Designer can afford to ignore | |
By following these tested principles, eLearning professionals can help students learn more effectively. Ignore them at your own risk!

Via juandoming
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Digital literacy is the key to the future, but we still don't know what it means

Digital literacy is the key to the future, but we still don't know what it means | |
The entrance to GitHub is the most Instagram-able lobby in tech. It’s a recreation of the Oval Office, and the mimicry is spot-on but for the rug. Instead of the arrow-clutching eagle that graces Obama’s office rug, it shows the code-sharing site’s Octocat mascot gazing into the digital future, just above the motto: “In Collaboration We Trust.”

One recent morning, just past this presidential decor, representatives of the tech industry (Google, Palantir, Mozilla, Github) and academia (UC Berkeley and digital education nonprofit Project Lead the Way) sat on massive leather couches trying to figure out how to give more people the means to participate in that future. The theme in play was “digital literacy,” the idea that the world’s citizens, and kids in particular, will benefit if they’re skilled in the ways of information technology.
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It’s called blended learning (not blended teaching) for a reason

It’s called blended learning (not blended teaching) for a reason | |
Many educators now accept the need to provide course materials online in a Learning Management System (LMS) or Online Learning Environment (OLE) for blended learning to occur successfully. This allows students to review learning materials at any time and from anywhere, and it opens significant other possibilities.

However, this is only part of the solution as we move toward blended learning. Building these resources and online courses with an effective paradigm as the guiding force is also vital. Without this, we are simply moving an old industrial model to a different medium.

An incorrect paradigm might appear to be subtly different, but the ramifications can be large and long lasting. A historical analogy helps to clarify this.

Humanity thought the Earth was the center of the solar system for thousands of years. This produced errors in calendars, our understanding of the dates of the seasons and thus the time to plant crops, and later, our understanding of the motion of the planets. Simply changing the sun to the center of the solar system rectified this.
Ivon Prefontaine's curator insight, September 18, 7:25 PM

Teaching and learning are relational. The setting is neither teacher or student centric, rather it is relationship centric depending on context and situation. It is a praxis, a living out, of particular relationships. There is no general rule or universal that guides all teaching and learning. Both Whitehead and Dewey argued there is no royal road to teaching and learning.




Why educators need to consider the differences between active and passive learning

Why educators need to consider the differences between active and passive learning | |
If your course has a passive approach, then your learners will reflect that passivity. For example, if you assume that learners will turn up, or log on, with a sponge-like mind, ready to be filled as you pour knowledge out at them, rather like an empty glass being held under a running tap, then they are likely to become frustrated as their capacity to retain information quickly diminishes.

On the other hand, if you create an environment that encourages the learner to develop ideas from new information and to take advantage of their existing understanding around a topic then you have created an active environment.

From the learner’s point of view, a passive attitude would be exemplified by an expectation that the course leader has ‘total knowledge’ and therefore anyone with ‘total knowledge’ can teach others. This is a very dangerous assumption! In the play Man and Superman, George Bernard Shaw coined the derisory phrase, “those who can, do; those who can’t, teach.” It’s a classic passive aggressive viewpoint.
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Self-determination at work

Self-determination at work | |
There’s a common saying that entrepreneurs should work on the business, and not in the business. It makes sense to stay above the day-to-day details in order to help steer the business. Perhaps it’s time to think of all businesses as networks of entrepreneurs. Everyone should be working on the business. As Peter Drucker said, “Nothing is less productive than doing what should not be done at all”. Being efficient at something that is not effective is a waste of time, and a cause for workers to mentally disconnect from the company. Efficiency for its own sake makes job a four-letter word.
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Learning in 2024 #LRN2024

Learning in 2024 #LRN2024 | |
The eLearning Guild is celebrating it’s 10th year, and is using the opportunity to reflect on what learning will look like 10 years from now. While I couldn’t participate in the twitter chat they held, I optimistically weighed in: “learning in 2024 will look like individualized personal mentoring via augmented reality, AI, and the network”. However, I thought I would elaborate in line with a series of followup posts leveraging the #lrn2024 hashtag. The twitter chat had a series of questions, so I’ll address them here (with a caveat that our learning really hasn’t changed, our wetware hasn’t evolved in the past decade and won’t again in the next; our support of learning is what I’m referring to here):
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10 steps to gain competence & confidence with a new educational practice

I am clearly biased, but I believe that we are living in one of the most exciting times in history when it comes to education. Yes, we have problems to address, but we also are also starting to see some amazing innovations that have immense promise to democratize learning, leverage the growing science of learning, and personalize learning in a way that equips and empowers more people than ever before. We also know that things are moving so fast that it is hard to keep up. I know many people in education who feel that way. So, how do you deal with that? Well, I would love for you try one of the excellent online programs at my place of work, but there are also many ways to go the DIY (Do-It-Yourself) route. I suggest ten steps to becoming competence and confident with a new area in education. Whether you want to learn about project-based learning, self-directed learning, learning analytics, blended and online learning, digital badges for learning, game-based learning, 1:1 programs, or any other emerging practice, all you need to do is pick the topic and then commit to going through the following ten steps (not necessarily in order), committing at least 1 hour to each one, but 20 hours divided among all of them (or 40 for a really deep dive learning journey). You can become relatively competent and confident (albeit not an expert) in just 20 hours. Give it a try and let me know how it goes for you.
Kathy Lynch's curator insight, September 18, 9:19 PM