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Great resources to help teachers craft beautiful slide presentations

Great resources to help teachers craft beautiful slide presentations | Edumorfosis.it | Scoop.it

Preparing slides that are both meaningful and visually appealing has gotten a lot easier thanks to technology. Whether it is for your classroom, a departmental talk, or a conference presentation, here are resources to help craft beautiful slides.

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Edumorfosis.it
Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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Valores, tecnologías emergentes y destrezas para el 2020

Valores, tecnologías emergentes y destrezas para el 2020 | Edumorfosis.it | Scoop.it
Una eventual salida para orientarnos y encontrar la luz al final del túnel podría hallarse apoyándonos en las tecnologías. La razón es que es frecuente la apología de éstas por su potencial impacto para mejorar la competitividad, la productividad y la calidad de vida de la humanidad. A la par de estas posturas corre la posición de darle prioridad a la educación en las competencias STEM. Esto es, en ciencias, tecnologías, ingenierías y matemáticas.

Para revisar esta opción recurrimos ahora al Foro Económico Mundial (FEM), una instancia internacional que reúne a influyentes actores del panorama global. Sus informes son analizados tanto por quienes lo apoyan como por quienes lo adversan. Estos están basados en información confiable procesada por personas acreditadas. Las diferencias en las valoraciones que se pueden hacer de los productos del FEM se localizan en las premisas de las que parten para su realización, conceptual y metodológicamente.
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All you need to know about the Learning Styles myth, in two minutes

All you need to know about the Learning Styles myth, in two minutes | Edumorfosis.it | Scoop.it
As Paul Kirschner and Jeroen Merrienboer explained in their recent article on “urban legends” in education, if we view each learning style as dichotomous (e.g. visual vs. verbal) that means there are 2 to the power of 71 combinations of identified learning styles – more than the number of people alive on earth! What’s more, even if we accept a particular scheme for measuring learning styles, evidence shows that learning style questionnaires are unreliable and people’s self-reported preferences are poorly correlated with their actual performance. In other words, a person might think they learn better, say, visually rather than verbally, but their performance says otherwise! The fact is, the more accurate predictor for how well a person will fare in a math learning task, is most likely not the degree of match between their preferred learning style and the teaching style, but their past performance on math tests.
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eProductividad eLearning: trabajo en red

eProductividad eLearning: trabajo en red | Edumorfosis.it | Scoop.it

A menudo las TIC son exprimidas hasta el infinito y más allá como receta mágica para “enganchar” a los alumnos de un curso eLearning, sin embargo, nos olvidamos de ellas en los que a buen seguro serán los momentos más importante de cualquier proyecto formativo: las fases de diseño y desarrollo, fases en las que participan (o deberían participar) diferentes profesionales, cada uno especializado en un área de conocimiento o trabajo concreto.


Via Marta Torán
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Marta Torán's curator insight, July 25, 1:50 PM
El eLearning se puede hacer trabajando en red. Lo explica Fernando Valenzuela.
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Cómo y por qué crear un grupo en Facebook durante un curso

Cómo y por qué crear un grupo en Facebook durante un curso | Edumorfosis.it | Scoop.it
La idea de introducir Facebook dentro de un entorno educativo puede crear diferentes opiniones. Existe la preocupación relacionada con la privacidad y también la distracción potencial al estar conectado a esta red.

Una opción interesante que supera algunos de estos retos es la creación de un grupo cerrado en Facebook. La configuración de un grupo no requiere de la amistad entre sus miembros, las publicaciones puede ser totalmente privadas al público y son siempre exclusivas al grupo.

No obstante utilizar una red social de forma adecuada requiere de cierta madurez con lo que es recomendable usar grupos de Facebook cuando estamos hablando de formación con estudiantes de bachillerato, universitarios o con adultos y en cualquier caso establecer reglas de uso y buenas prácticas.
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MOOCs: Growing in popularity every day

MOOCs: Growing in popularity every day | Edumorfosis.it | Scoop.it
MOOCs (massive open online courses) are growing in popularity every day—and not surprisingly, because you can access these educational courses online; there is theoretically no limit to the number of people who can sign up for them; and they are almost always free to take and are often free to copy and redistribute, too.

MOOCs provide digital learning resources and use tests (or problem sets, to use the lingo) to help learners self-evaluate their progress. While most do not offer academic credits, successful students can often “buy” a certificate for use with their resume or curriculum vitae (CV).

MOOCs are sometimes split into two types: cMOOCs and xMOOCs.

cMOOCs follow a connectivist model and take a “pick and mix” approach to learning, combining the best resources and involving students in the course development process.
xMOOCs are more traditional in nature and usually deliver a set curriculum.
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Developing World EdTech

Developing World EdTech | Edumorfosis.it | Scoop.it
In many parts of the United States and other developed countries, technology is becoming embedded into classroom instruction. Teachers are using a diverse range of mobile technologies and educational applications in and outside the traditional classroom that are supporting learning and connecting teachers, students and parents like never before.

Meanwhile, across many developing countries, classrooms are stuck in an educational limbo, relying on out-of-date textbooks – if any at all – and limited human, financial, and infrastructural resources to support education and enable teachers to make their subjects come alive to their students.
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Adaptive Learners, not Adaptive Learning

Adaptive Learners, not Adaptive Learning | Edumorfosis.it | Scoop.it
Some variation of adaptive or personalized learning is rumoured to “disrupt” education in the near future. Adaptive courseware providers have received extensive funding and this emerging marketplace has been referred to as the “holy grail” of education (Jose Ferreira at an EdTech Innovation conference that I hosted in Calgary in 2013). The prospects are tantalizing: each student receiving personal guidance (from software) about what she should learn next and support provided (by the teacher) when warranted. Students, in theory, will learn more effectively and at a pace that matches their knowledge needs, ensuring that everyone masters the main concepts.
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The future of Online Education 

The future of Online Education  | Edumorfosis.it | Scoop.it
We at Reverse Tide love to speculate about the future and we’re going to take on one of our favorite subjects… online education. For years, people have said that the future of education are MOOCs or other forms of online learning. The field has grown substantially from individual teachers to larger enterprises to bigger companies starting to get involved. There are more and more students across the world. However, where online education has struggled to hit the lofty predictions is through any replacement of traditional education sources. So where will online education be in the next decade? Here’s our predictions:

Via Carlos Fosca, juandoming
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Periodic Table of Educational Technology

Periodic Table of Educational Technology | Edumorfosis.it | Scoop.it

Get connected with native speakers from around the world to finally & really learn, chat & practice your new language easily! ...and it's FREE! Guaranteed to accelerate your language-learning!

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Is the Microlearning solution the new black?

Is the Microlearning solution the new black? | Edumorfosis.it | Scoop.it
Consuming anything in smaller quantities is easier… Even the latest “it” diet plan focuses on six small meals eaten at regular intervals than over eating three large meals. eLearning is experiencing a similar shift where long and heavy modules are being replaced by shorter bite-sized chunks. Given that we have entered the mobile age and have a large mobile workforce, microlearning emerges as the perfect solution to provide continuous learning and knowledge to meet an extended learning goal. Microlearning disseminates discrete chunks of digestible skill-based knowledge which are delivered in short bursts of time. The microlearning solution enables learners to be nimble in their approach towards training and learning and development without compromising on their working duties.
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Don't skip the Training Needs Analysis! Here's why

Don't skip the Training Needs Analysis! Here's why | Edumorfosis.it | Scoop.it
As an eLearning course designer, you will often encounter clients who don’t have the time or budget to do an assessment before beginning training. Some clients may simply feel they already know what their employees need.

However, like with many scenarios, a skipped step today ends up costing way more in the long run. Training without asking the right questions is prone to give too much training, too little or just completely wrong training.

While there is a variety of constraints pushing clients and you to rush the process, there are three much worse things that can happen when you skip the training needs analysis.
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Flipgrid: A tool you need to try

Flipgrid: A tool you need to try | Edumorfosis.it | Scoop.it
Flipgrid is simple yet powerful. Educators create grids with topics and students respond with recorded videos to discuss, reflect, and share via webcam, tablet, or mobile device.
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Why eLearning is better than Face-to-Face Learning

Why eLearning is better than Face-to-Face Learning | Edumorfosis.it | Scoop.it
Many people still tend to see e-learning as a poor alternative to face-to-face learning.

This is often based on poor experiences with uninspiring e-learning courses that simply plonk a slide presentation or PDF onto a web page, with little thought for engagement or interaction.

The question still pervades whether, despite the emergence of new digital learning technology, e-learning can ever be ‘as good’ as the supposed exemplar of classroom learning.

The answer is quite simple: e-learning gives us the opportunity to extend learning beyond borders with more benefits than traditional learning could ever offer.

Here are four reasons why:
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[PDF] Learning Styles:
Concepts and Evidence

[PDF] Learning Styles:<br/>Concepts and Evidence | Edumorfosis.it | Scoop.it
The term learning styles refers to the view that different people
learn information in different ways. In recent decades, the
concept of learning styles has steadily gained influence. In this
article, we describe the intense interest and discussion that the
concept of learning styles has elicited among professional educators at all levels of the educational system. Moreover, the
learning-styles concept appears to have wide acceptance not
only among educators but also among parents and the general
public. This acceptance is perhaps not surprising because the
learning-styles idea is actively promoted by vendors offering
many different tests, assessment devices, and online technologies to help educators identify their students’ learning styles and adapt their instructional approaches accordingly (examples are cited later).
 
We are cognitive psychologists with an interest both in the basic science of learning and memory and in the ways that science can be developed to be more helpful to teachers and students. We were commissioned by Psychological Science in the Public Interest to assess, as dispassionately as we could, the scientific evidence underlying practical application of learning-style assessment in school contexts. This task involved two steps: (a) analyzing the concept of learning styles to determine what forms of evidence would be needed to justify basing pedagogical choices on assessments of students’ learning styles and (b) reviewing the literature to see whether this evidence exists. Our team began this undertaking with differing—but not passionately held—opinions on learning styles as well as a shared desire to let the empirical evidence lead us where it would.
 
We start by offering the reader a brief overview of the learning-styles concept, including some of the publications and entrepreneurial ventures that have been developed around the idea. Next, we analyze the learning-styles concept from a more abstract point of view. Here, we grapple with some potentially confusing issues of definition and logic that in our opinion require more careful consideration in connection with learning styles than they have so far received. We argue that this analysis is a useful, and essential, prerequisite to organizing and appraising the evidence on learning styles. Finally, we describe the results of our search of published literature, draw some conclusions, and suggest lines of future research. We should emphasize, however, that the present article is not a review of the literature of learning styles; indeed, several such reviews have appeared recently (e.g., Coffield, Moseley, Hall, & Ecclestone, 2004; Kozhevnikov, 2007; Sternberg, Grigorenko, & Zhang, 2008). In brief, we sought to determine what kinds of findings would provide sufficient evidence for the learning-styles concept, as detailed in the following sections, and then we searched for evidence that satisfied this minimal criterion.
Edumorfosis's insight:

Este interesante estudio revela que NO existe correlatividad alguna entre los Estilos de Aprendizaje y el Éxito en el Aprendizaje. Para los investigadores que trabajaron en este estudio, el la idea global de que los estilos de aprendizaje generan éxitos en el proceso de aprendizaje, se ha convertido en un mito.

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Is there still a place for Discussion Forums in Online Learning?

Is there still a place for Discussion Forums in Online Learning? | Edumorfosis.it | Scoop.it
I have always been on the fence about the use of discussion boards in online courses, in the same way as I was on the fence about MiniDiscs (remember those?) back in the ‘90s. Sure it’s something different, but what’s the point? Don’t we have a faster more efficient way to communicate ideas and build virtual communities?

Perhaps, not at first, we didn’t. Not back then, when internet forums (evolved from bulletin boards) initially surfaced and throngs of like-minded gamers and fashionistas (to name a few) flocked as fast as their dial-up connections would allow to post their latest Easter egg finds and fashion faux pas sightings. But hasn’t today’s online learning community become more technologically savvy with the advent of technologies like smart mobile devices, tablet computers, video conferencing, and social networking?
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Students are the New Digital Influencers

Students are the New Digital Influencers | Edumorfosis.it | Scoop.it
How did their teacher, administrator, and parents end up with their photos in hand? Slowly, my students began to grasp the power of social media and its contribution to their online identities. It was the first time anyone had talked to my students about their digital footprints, but by eighth grade many of them had already imprinted several. All of my students were already using online spaces for both academic and social purposes, and needed to be guided in their behavior.
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Dispelling myths about the online college student

Dispelling myths about the online college student | Edumorfosis.it | Scoop.it
Although online college enrollment continues to rise, some higher ed leaders still hold onto misconceptions about the types of students who pursue this alternative learning model.

The fifth annual Online College Students 2016: Comprehensive Data on Demands and Preferences report, published by The Learning House, attempts to clear up the questions by taking a deeper look at the demographics, fields of study and expectations of 1,500 past, present and prospective online college students.

According to the data, the average age of online students fell from 36 in 2014 to 29 in 2016. The report attributes the change to an increasing number of students in the 18-to-24 age group, which has doubled in size since 2012. The findings chip away at the commonly held belief that online students are older, the report states.
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How Big Data is being used to shape the Digital Classroom

How Big Data is being used to shape the Digital Classroom | Edumorfosis.it | Scoop.it
Big data is already being harnessed in businesses to help organisations better understand their customers and find ways to engage more effectively. But did you know that it is also being put to use in education? Examples range from a privately held chain of elementary schools in Africa to a group of San Francisco schools. Other examples, coming from higher education, are the MOOCS offered by universities all over the world. How are these projects using technology and big data to improve education?
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Why we need Learning Engineers

Why we need Learning Engineers | Edumorfosis.it | Scoop.it
We are missing a job category: Where are our talented, creative, user-­centric "learning engineers" — professionals who understand the research about learning, test it, and apply it to help more students learn more effectively?

Jobs are becoming more and more cognitively complex, while simpler work is disappearing. (Even that old standby, cab driving, may one day be at risk from driverless cars from Google!) Our learning environments need to do a better job of helping more people of all ages master the complex skills now needed in many occupations.
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Idea to retire: Technology alone can improve student learning

Idea to retire: Technology alone can improve student learning | Edumorfosis.it | Scoop.it
Ellen Lettvin, Joseph South, and Katrina Stevens emphasize the importance of pedagogy when using technology in the classroom to improve learning outcomes. Without proper instruction, technology can be an obstacle to learning even for students that grew up with it. An essay in the Ideas to Retire series.
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Out of this
world learning

Out of this <br/>world learning | Edumorfosis.it | Scoop.it

This technology extends far beyond these few scenarios. If it exists in reality, it can be modelled in virtual reality.

Think of the possibilities in complex systems visualisation, virtual tourism, 3D art, 3D movies - which would allow you to look around the scene and change your view point.

 

These are just a few examples that provide a small glimpse into the future applications of this technology.

 

For more information, visit the UQ School of Mechanical and Mining Engineering website.

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Why Responsive eLearning is essential to meet modern learner needs

Why Responsive eLearning is essential to meet modern learner needs | Edumorfosis.it | Scoop.it
Students today expect courses to be designed to accommodate multiple devices; do your courses deliver?

Long gone are the days when students would only use desktop computers to access a fixed eLearning course.

Today’s students are using devices of all sizes and shapes — their mobile phones, tablets, laptops, and personal computers — and they’re often switching between them multiple times per day depending on their location. Nearly all millennials (87%) say they use two to three devices per day, and employees from all generations are expecting to receive training and learning on their mobile devices.

Is your course meeting their needs? If you haven’t yet implemented Responsive eLearning, then it’s likely many students have, or will soon, move on to somewhere else.
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6 things every Instructional Designer should be able to do

6 things every Instructional Designer should be able to do | Edumorfosis.it | Scoop.it

There are many models and methods of teaching available for instructional designers to use. Keeping up to date on the newest and best practices in teaching will help an instructional designer ensure that every learner at any ability will understand the material presented to them.

In order to develop the best practice for teaching the concept(s) in a lesson, an instructional designer must consider:

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Active Learning: In need of deeper exploration |

Active Learning: In need of deeper exploration | | Edumorfosis.it | Scoop.it
Most of us think we know what active learning is. The word engagement quickly comes to mind. Or, we describe what it isn’t: passive learning. Definitions also abound. The one proposed by Bonwell and Eison in an early (and now classic) active learning monograph is widely referenced: involving “students in doing things and thinking about the things they are doing.”
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Why Instructional Design must focus on learning outcomes, not learning activities

Why Instructional Design must focus on learning outcomes, not learning activities | Edumorfosis.it | Scoop.it
t’s no secret that kids learn better when teachers provide learning activities that keep them engaged. Teachers work tirelessly to plan engaging lessons that capture and keep the interests of their students, thereby making content more accessible. However, teachers continue to feel the daunting pressure to compete for their students’ attention amidst the ever-evolving and rapidly-hanging mass media, social media, and entertainment industry, as these elements do a stellar job of keeping students highly engaged outside of the classroom.

Although it is vitally important for us to know and understand our students' interests and the best conditions under which they learn, there is good news: It’s not necessary that we focus our efforts on competing with the devices and activities our students engage in during their downtime outside of the classroom! Recreation, entertainment, and downtime for students outside of the classroom are just that: recreation, entertainment, and downtime. Students expect to come to school to learn and to be challenged (although they may never tell us that).
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