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Leading for innovation in extreme uncertainty

Leading for innovation in extreme uncertainty | Edumorfosis.it | Scoop.it

A recent article, ‘Leading in the 21st century’, in McKinsey & Company Quarterly, shares a series of interviews of leaders from some of the world’s largest and most vibrant organizations. The article suggests that leaders are operating in a “bewildering new environment in which little is certain, the tempo is quicker, and the dynamics are more complex.” It then explores what it means to lead in an “age of upheaval, to master personal challenges, to be in the limelight constantly, to make decisions under extreme uncertainty”.

These points resonated deeply with me, because innovative leaders and start-up entrepreneurs excel at responding to the convergence of forces they operate within, like the ones mentioned in the article. They do this by developing and articulating a cause greater than themselves. By thinking and acting differently in ways that transform opportunities, challenges, problems and constraints into innovative ideas and solutions that change the world forever.

- See more at: http://www.innovationexcellence.com/blog/2014/06/14/leading-for-innovation-in-extreme-uncertainty/#sthash.IcpGb1sJ.dpuf


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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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8 best practices to create Learner-Centered eLearning courses

8 best practices to create Learner-Centered eLearning courses | Edumorfosis.it | Scoop.it
Learning is different for everyone. Each individual has their own way of processing, absorbing, and assimilating information. But how do you give everyone the eLearning tools and online resources they require? Especially when you're working with an audience of different online learners? Here are 8 best practices for creating learner-centered eLearning courses.
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Six key components of Effective Online Instruction

Six key components of Effective Online Instruction | Edumorfosis.it | Scoop.it

I was recently reminded that almost ALL instruction today has an online component. I was speaking with a colleague who decided to tackle what I would consider to be a complex plumbing project at home simply by reviewing online “how to” videos. She had no plumbing experience, and yet she was able to discover the tools and techniques she needed online, learn from experts and solve her problem while gaining real-world experience (all without flooding her kitchen).

 

In the last 20 years–17 of which I’ve worked at the non-profit The Virtual High School–I’ve seen education, and the ways in which our students gather information, dramatically change. Informal learning has certainly grown by leaps and bounds through the use of online education and online resources in many forms. Our challenge as educators is to leverage our students’ desires and preferences to use online education while advancing their learning. With the flood of information available, what does practical and effective online instruction even look like?

 

In my experience the best online instruction has the following six key components:


Via Marta Torán, Mark E. Deschaine, PhD, Ines Bieler
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Marta Torán's curator insight, January 15, 6:47 AM

Componentes clave para la formación online:

 

Expectativas claras - Instrucciones concisas - Contenido atractivo - Orientación y Apoyo - Feedback de calidad - Formadores expertos 

 

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How technology can address Maslow’s Hierarchy of Needs

How technology can address Maslow’s Hierarchy of Needs | Edumorfosis.it | Scoop.it

A major criticism I have of most educational institutions is that their primary focus is on students’ intellectual and cognitive development.  Too often individual learner’s needs do not enter into the equation of their educations. Maslow’s Hierarchy of Needs is a useful model for educators to use to help insure that they are addressing more of the whole child.


Via Dr Peter Carey, Suvi Salo
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Online Education: Your chance to enhance job skills in today’s world

Online Education: Your chance to enhance job skills in today’s world | Edumorfosis.it | Scoop.it
Traditional education, also known as customary or back to school education, is referred to deep-rooted customs that all previous societies used for traditional teaching in schools. The main aim of customary education is to transmit those abilities, skills, morals, and principles of good to the next generation considering the importance of material and social achievement of society. Traditional education refers to all the basic and educational skills polishing techniques and methods. Traditional education works well for learners of all levels, but has limitations as well. In today’s age, many employees prefer to enroll in courses that are relevant to their fields and would help them enhance their job skills and survive in a rapidly evolving competitive job market. In the case of traditional education, if you want to enroll for some course that is not available in your city, then you would have to move to that city by putting on stake your job. Comparatively, in online education, you can access any course at the ease of your home.
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[PDF] Conferencia Internacional Estado Futuro 2016: Innovación para las personas

[PDF] Conferencia Internacional Estado Futuro 2016: Innovación para las personas | Edumorfosis.it | Scoop.it

El presente documento contiene un compilado de notas sobre los principales temas debatidos en las sesiones de la conferencia internacional Estado Futuro: Innovación para las personas, un encuentro global del sector público, el cual se llevó a cabo los días 30 y 31 de marzo, en el Centro Gabriela Mistral (GAM), en Santiago de Chile. Esta conferencia fue organizada por Laboratorio de Gobierno del Gobierno de Chile y la Organización para la Cooperación y el Desarrollo Económicos (OECD).

 

La conferencia de dos días estuvo compuesta por una combinación de sesiones plenarias, donde los actores del sector público conocieron sobre investigaciones internacionales y experiencia de primera fuente sobre innovaciones en lo público; sesiones de discusión enfocadas en discutir desafíos de innovación y sus habilitadores; y talleres donde los participantes probaron nuevas herramientas y métodos para resolver problemas públicos.

 

La notas compiladas en este documento fueron desarrolladas por el equipo del Laboratorio de Gobierno. El proyecto de compilación estuvo a cargo de Nicolás Rebolledo, comisionado por el Observatorio de Innovación para el Sector Público (OPSI) de OECD. Este documento tiene el carácter de borrador y servirá de base para una futura publicación.

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Universidad (educación) y empresa, proceso complejo!

Universidad (educación) y empresa, proceso complejo! | Edumorfosis.it | Scoop.it
Evidentemente no establecemos lo que debería ser normal, que la universidad y el mundo del trabajo fueran lo mismo y que incluso el aprendizaje fuera de la universidad tuviese el mismo reconocimiento que la academia universitaria aun tiene ahora. Si este posicionamiento se lleva a cabo (Educacion Disruptiva-learning is the work), no hará ni falta que las Universidades ( a lo mejor ni existen), se "vendan· al capital, ara en la realidad "solo" sacar dinero y por contra, ni siquiera hacer bien su papel.
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[PDF] Estudiantes y tecnologías. Una visión desde la ‘lente’ de docentes universitarios

[PDF] Estudiantes y tecnologías. Una visión desde la ‘lente’ de docentes universitarios | Edumorfosis.it | Scoop.it

Con frecuencia se escucha decir que los jóvenes de hoy no son como los de antes. Si hay un rasgo que caracteriza a los jóvenes en la actualidad es el hecho de que han nacido en un mundo tecnologizado. La cultura incide, de modo general, en los procesos de construcción de su identidad, y de modo más específico, en la manera en que aprenden. Tomando esta realidad como punto de partida, este artículo presenta resultados de un estudio en el que se entrevistó a un grupo de docentes de una universidad pública argentina con el objetivo de conocer sus visiones acerca del alumno actual, las demandas que perciben que estos estudiantes formulan hacia la enseñanza y las maneras de responder a ellas. Se realizaron 27 entrevistas semi-estructuradas con profesores universitarios. El análisis de los datos siguió un procedimiento cualitativo de construcción de categorías a partir del discurso de los entrevistados. Los hallazgos de la investigación ponen en evidencia que los profesores universitarios entrevistados coinciden, en general, en caracterizar al estudiante universitario de hoy como altamente tecnologizado, con amplias posibilidades de acceder a la información, con capacidad para atender simultáneamente varias tareas pero, sin embargo, con dificultades para las actividades de lectura, escritura y reflexión crítica. Las características mencionadas inducen a los docentes a constantes intentos de renovar sus prácticas en pos de ajustarse al estudiante universitario de hoy.

Edumorfosis's insight:
No podemos mejorar la Educación si tenemos los mismos profesores de siempre dictando clases magistrales a estudiantes que cuentan con formatos de aprendizaje completamente diferentes a los de antes...
 
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Technology is the key to accessible education

Technology is the key to accessible education | Edumorfosis.it | Scoop.it
Through virtual learning, students now have access to a wide variety of educational options that may not have been available before. It allows students to access course work at a time that suits them best and fit their learning around their own schedules. Our model actively encourages collaboration and facilitates networking opportunities through student participation and engagement.

Now that we have our education platform in place, our collaboration with Three is now moving to focus on providing enhanced connectivity to our community partners. We have seen this with Access 2000 in Wexford. Access 2000 is a community development centre, which evolved to enable women from Wexford to develop the skills necessary for them to feel worthwhile in the workforce and their communities.
Edumorfosis's insight:

Los Virtual Community Colleges se están haciendo cargo de las limitaciones del sistema educativo tradicional. Y se están convirtiendo en alternativas interesantes para muchos estudiantes que prefieren aprender en línea.

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Universidad: “modernidad evaluadora”

Universidad:  “modernidad evaluadora” | Edumorfosis.it | Scoop.it

Dentro de este nuevo escenario que se está generando por la adquisición en nuestro ADN de las TIC, como un elemento más de nuestra manera de pensar y de actuar, obliga de alguna manera a una mezcla de lo que sería la formación reglada y regulada y la educación que todos adquirimos sin darnos cuenta, la que está ahí con nosotros sin darnos ni siquiera cuenta. Este fenómeno es el más importante y que cambiará la Sociedad por entero, las tecnologías hacen que la sucesión de las cosas sean de otra manera que nada tiene que ver con lo que hacíamos antes de ellas.

Se produce un trasvase de los centros de poder de lo que era la Educación, es decir, la Universidad y la Escuela, dejan de ser los “acaparadores” legales y únicos, para pasar a ser un elemento más, ya que la Ubicuidad de las TIC hacen que tanto la Educación como los aprendizajes no tengan ya condicionantes espacio-temporales y ni siquiera la “evaluación” algo tan significativo ni representa lo mismo ni se lleva a término de la misma manera:

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Here’s how we can reinvent the classroom for the Digital Age

Here’s how we can reinvent the classroom for the Digital Age | Edumorfosis.it | Scoop.it

The digital tutor of the future will do knowledge transfer better than a human can. If the student likes reading and lectures, it will teach in a traditional way — through eBooks and videos. If not, it will teach through games, puzzles, and holographic simulations. What better way to learn history, culture, and geography than by being there virtually and experiencing it?

 

In the future I am talking about, the role of the human teacher is that of guru: to teach values such as integrity, teamwork, respect, caring and commitment; to be a guide and mentor. And students take ownership of their education. This future isn’t as far away as you think. I’ve already seen early signs of it in Silicon Valley.


Via Grant Montgomery, Mark E. Deschaine, PhD, RIED. Revista Iberoamericana de Educación a Distancia
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Hacia una universidad líquida: homenaje a Zygmunt Bauman

Hacia una universidad líquida: homenaje a Zygmunt Bauman | Edumorfosis.it | Scoop.it

Dice el sociólogo y pensador Zygmunt Bauman que estamos en un nuevo estadio de la sociedad llamada “modernidad líquida” en donde prácticamente todos los resortes que configuraban una sociedad sólida se están transformado en elementos efímeros, cambiantes, flexibles: líquidos. Lo que antaño se había construido para siempre empieza ahora a derrumbarse. Las relaciones humanas en todos sus aspectos están en permanente transformación y la modernidad líquida está afectando no solo a las estructuras sociales, políticas y económicas sino también a las relaciones familiares y personales. Todo lo sólido que se construyó está hoy en entredicho.


Via L. García Aretio
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How will Cloud Based Schools change our education?

As the concept of learning is becoming more centered around self-learning, will our current school system be relevant in the next 10 years? Could our schools be based in the Cloud? In this session, we explore how schools can leverage the right technologies to be relevant in the 21st century and share key insights from experiments of Self Organized Learning Environments.
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astrid de herrera's curator insight, Today, 7:47 AM
Sugata inspires!!!

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Moving beyond technology in designing Online Learning

Moving beyond technology in designing Online Learning | Edumorfosis.it | Scoop.it

This next post in my chapter on ‘Understanding Technology in Education’ for my book, Teaching in a Digital Age‘ is a long one, but it’s a topic I don’t want to chop up too much. This is probably going to be fairly controversial as I have a very idiosyncratic approach to the topic of media and technology in education. So let’s see how you react to this section:


Via Kim Flintoff, Mark E. Deschaine, PhD
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[PDF] Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network

[PDF] Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network | Edumorfosis.it | Scoop.it
This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and
nomadic learner behavior in a particular cMOOC, #rhizo15, facilitated for 6 weeks by Dave Cormier. It further focuses on what we can learn by observing Twitter interactions particularly. As an explanatory mixed research design, Social Network Analysis and content analysis were employed for the purposes of the research. SNA is used at the macro, meso and micro levels, and content analysis of one week of the MOOC was conducted using the Community of Inquiry framework. The macro level analysis demonstrates that communities in a rhizomatic connectivist networks have chaotic relationships with other communities in different dimensions (clarified by use of hashtags of concurrent, past and future events). A key finding atthe meso level was that as #rhizo15 progressed and number of active participants decreased, interaction increased in overall network. The micro level analysis further reveals that, though completely online, the nature of open online ecosystems are very convenient to facilitate the formation of community. The content analysis of week 3 tweets demonstrated that cognitive presence was themost frequently observed, while teaching presence (teaching behaviors of both facilitator and participants) was the lowest. This research recognizes the limitations of looking only at Twitter when #rhizo15 conversations occurred over multiple platforms frequented by overlapping but not identical groups ofpeople. However, it provides a valuable partial perspective at the macro meso and micro levels that contribute to our understanding of community-building in cMOOCs.
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¿Cómo se determina el qué, cómo y cuándo evaluar?

¿Cómo se determina el qué, cómo y cuándo evaluar? | Edumorfosis.it | Scoop.it

El concepto de evaluación en la educación tiende a ser confuso. En inglés existe un término diferente para la evaluación dentro de un curso: “assessment“; pero en español no tenemos tal distinción. Trataremos de aclarar un poco el término dependiendo de su aplicación.


Via Net-Learning
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How to create experiences and scale environments that change lives

How to create experiences and scale environments that change lives | Edumorfosis.it | Scoop.it
Dan Leeser enjoys the creative work of designing his own projects. In the fall, his students at Franklin Cougar New Tech in El Paso created graphic novels that combined Greek myths with Asian culture–an interesting thought experiment that encouraged students to consider the role of myth in society in the past and the present. Interesting projects keep student and teacher engagement high.

“This environment is vastly different from my last school,” said Dan. He said it required some comfort with risk and ambiguity. He appreciates that campus and district administration are comfortable with lesson experimentation.

Dan’s colleague Sarah Dominguez teaches math. Like many teachers in the New Tech Network, she uses a hybrid of existing, adapted and self-created lessons. She appreciates the quick tutorials that keep project teams moving. New Tech teachers like Dan and Sarah benefit from startup support, on-site coaching, online resources and an annual conference.

Sarah and Dan are co-founders of a new academy that is part of a platform network: a group of schools that share learning goals, an approach to learning, common tools and systems, and an adult learning community where improvement thrives.

New Tech Network is one of the largest and best examples of a platform network. It is a network of voluntary associations including partnerships with 118 public school districts in 29 states. With its focus on project-based learning, it is one of the best examples of co-creation on a common platform.

Other voluntary networks of like-minded schools include the 716 NAF career academies, more than 150 Expeditionary Learning schools and more than 50 Big Picture Learning schools.
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Transforming the Teacher: From speaker to Digital Guide

Transforming the Teacher: From speaker to Digital Guide | Edumorfosis.it | Scoop.it
Much has been said about transforming the teacher: From a conceptual point of view, teachers stop being the ones giving knowledge in a masterful lecture in the classroom, and they become the guides to their students in an active learning process.
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Bonnie Bracey Sutton's curator insight, Today, 8:03 AM
It is a myth that all teachers were speakers. We always had teachers who allowed students to be learning guides.
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eLearning Localization: The global phenomenon of eLearning courses

eLearning Localization: The global phenomenon of eLearning courses | Edumorfosis.it | Scoop.it
The internet has opened up a whole world of possibility where business is concerned, and eCommerce is the key to any successful business enterprise. The rise of online business has created many new and exciting industries, not least of which is eLearning. The rise of eLearning has naturally led to a boom in eLearning localization services, but it is the global appeal of eLearning that is making localization not only possible, but highly relevant.
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The five Commandments of Learning: Where it all begins!

The five Commandments of Learning: Where it all begins! | Edumorfosis.it | Scoop.it
To explore what are called the ‘commandments of learning’, there may be some views that learning cannot be restricted within certain commandments. But this is a perspective based on experience and insights on the lines of true north principles of living that are likelier to hold true when facing the test of time. We will also see how these commandments weave right through the initial phase of conceptualization till the delivery and beyond.
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Removing the limitations in a Digital Environment

Removing the limitations in a Digital Environment | Edumorfosis.it | Scoop.it
I have had a lot of noneducators talk to me about technology in the classroom. Most don’t have informed opinions (so I’m happy to share mine with them). Many ask me what the best device is for learning. Sadly, I’ve even had educators argue this point with me in favor of one particular device. Good teaching and sound student-directed learning is not, and should not be, device dependent. High-quality learning can happen on laptops, Chromebooks, tablets, or cell phones. In many cases, it’s not the device that makes the difference, often the best learning occurs with no device.

In addition to debating the best type of technology, I often hear that blended learning can only happen in a 1:1 environment. While 1:1 is fantastic, not all school systems have the infrastructure and/or finances in place to make this a reality.
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The surprising skill that makes online teachers more effective

The surprising skill that makes online teachers more effective | Edumorfosis.it | Scoop.it
Online teachers draw from a deep well of teaching skills every single day. From the very second you fire up your computer in the morning, you’re furiously multi-tasking. And you’re often using several specialist teaching skills at the same time. But if you had to choose, what would you say is the single most valuable skill that makes online teachers more effective?
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[PDF] Why do students choose blended and online schools?

[PDF] Why do students choose blended and online schools? | Edumorfosis.it | Scoop.it
HARVARD PROFESSOR TODD ROSE HAS GAINED A FOLLOWING among educators for his work exploring what he calls “the end of average.”Rose explains that many institutions, including schools, base their activities on their expectations of what an “average” person is, and assume that each individual person is similar to the average.In fact, this assumption is often wrong. If one person is six feet tall, and another is five feet tall, their average height is five and a half feet. If you design a work station to fit them based on their average height, you will have served neither of them well.
 
Consider also how traditional schools have in the past designed their instruction around the assumptions of an “average” student. Traditional schools understand
that students are different from one another, yet in most cases they group students in relatively large classes of similar age, moving through the same assignments, assessments, and school year progression at a similar pace.
 
Much of Rose’s work highlights cognitive differences among individual students. For example, two students with similar IQs may in fact differ substantially on the various elements of those IQs, such as verbal comprehension or perceptual reasoning. Similarly, two students may achieve the same grade point average, but one may do so by excelling in reading and history, while the other student doesespecially well in math and science. The GPA is an average that masks real and important differences.
 
In addition, and less recognized, is that many significant differences exist among students that are not entirely about their cognitive abilities—and in some cases, may not relate to their intellectual tendencies at all. These differences correlate with students’ interests and life circumstances. These elements may be generally positive or negative, or a mix of both, but regardless they often have a huge impact on the student’s education.
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[eBook] Transform your Video Learning strategy

[eBook] Transform your Video Learning strategy | Edumorfosis.it | Scoop.it
Video is undeniably powerful because, like email, it can be used across all departments of the company. We sat down with Tom Clancy, former Chief Learning Officer of EMC and Executive Advisor to Content Raven, to discuss the role of video in the future of enterprise learning and communication. If your company is looking for a new effective way to communicate, stop typing and start recording. A blended learning platform with video is key to support next-generation corporate training and communication. Video platforms are the way of the future and can provide in-depth security, customization, analytics, and a seamless integration into existing systems. By adopting a secure, user-friendly platform, organizations can save significant funds while providing their employees and customers with the most effective and enjoyable learning experience.
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How to moderate your eLearning courses in 14 ways

How to moderate your eLearning courses in 14 ways | Edumorfosis.it | Scoop.it
eLearning course moderation is a deliberate process. It requires you to be an SME for the eLearning course and also to adopt online course moderation strategies. Effective course moderation techniques are very similar to effective teaching in the live environment. While some of these techniques are easy to bring into the online teaching environment, most of the techniques need to be improvised.

Course moderation is a confirmed method of improving learner enrollment, learning achievement and training success. In this article we’ll present some of the best practices in eLearning course moderation.
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Why hasn't technology revolutionised teaching in Higher Education?

Why hasn't technology revolutionised teaching in Higher Education? | Edumorfosis.it | Scoop.it

This weekend I’m reading Why hasn’t technology disrupted academics’ teaching practice? Understanding resistance to change through the lens of activity theory (Blin & Munro 2007). This is a follow up reading after having read Technology Enhanced Learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review (Kirkwood & Price 2014),  which has highlighted to me how many technological interventions in learning and teaching are trying to replicate existing teaching and learning processes.

 

In this post I’d like to quickly explore a couple of ideas raised by Blin and Munro (2007) as to why learning technologies haven’t had more of an impact on how and where teaching and learning happens.


Via Kim Flintoff, Mark E. Deschaine, PhD
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