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COOPERACIÓN..., una de las "luces" de la disrupción! (Educación Disruptiva)

COOPERACIÓN..., una de las "luces" de la disrupción! (Educación Disruptiva) | Edumorfosis.it | Scoop.it

Las tecnologías de la información digital están transformando la manera en que trabajamos, aprendemos y nos comunicamos. Dentro de esta revolución digital son los nuevos enfoques de aprendizaje que transforman los modelos jerárquicos, basado en la industria de la enseñanza y el aprendizaje...


La participación en los flujos de conocimiento puede generar nuevas ideas y prácticas y mejorar el rendimiento de una manera que también producen el aprendizaje y nuevas capacidades.


Esta forma de pensar se extiende desde el individuo hasta en la organización y más allá, en el ecosistema. No lo podemos aprender, pero ¿cómo podemos aprender más rápido? Todavía estamos a principios del gran cambio, pero si podemos resolver esto, creamos un ambiente de rendimientos crecientes, la expansión de oportunidades y de más valor para todos. - John Hagel: ¿Por qué el aprendizaje es la única respuesta sostenible a las crecientes presiones de la gran cambio… HAROLD JARCHE



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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
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Global Collaboration Projects

Global Collaboration Projects | Edumorfosis.it | Scoop.it

It was wonderful that Julie Lindsay, author of The Global Educator, and Linda Ullah who designs global projects and online courses were our guest hosts for the May 22nd, 2017 #plearnchat. Here are quotes from our guest hosts.

Linda Ullah @Linda_Ullah
"Globally literate people understand diversity, culture/language allowing them to live/work together in peace.
Give students the opportunity to become aware of and appreciate each other’s cultures."

Julie Lindsay @julielindsay
"A modern learner is connected, communicates reliably and “flattens” walls to enhance learning.
A global education leader has many guises - a teacherpreneur, an outlier, a learning concierge - less hierarchy, agile leadership."

The questions on the back cover of The Global Educator helped us consider more questions. How do we navigate these new waters of networked learning? What model can be developed for globally connected learning that will support classroom teachers, education leaders and higher education? So using these questions and more, we came up with this big question:

"What can educators do to guide learners to connect and grow as global citizens?"

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10 reasons to use Learning Apps

10 reasons to use Learning Apps | Edumorfosis.it | Scoop.it
Employee training has made some impressive leaps over the last couple of decades. With the internet came the possibilities of eLearning. From there, learning technology providers and training managers worked together to improve engagement and get better results. Gamified learning platforms made learning fun again and social functionality ensured that learning would never be lonely again!

Now we’re in the midst of another seismic shift in the way we perceive training. It’s becoming less important for learning managers to create clunky eLearning units and push them out to learners every few months. Now, online learning is taking a different, leaner, more collaborative shape and mobile technology is right at the heart of it.

Although robust Learning Management Systems will still have their place, we’re about to see a new beast taking over the market. The age of the learning app is dawning and there’s never been a more exciting time to be a learning manager. Here are just a few reasons to add a little ‘appiness to your training!
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This technology will dominate higher ed within 5 years

This technology will dominate higher ed within 5 years | Edumorfosis.it | Scoop.it

Like many other industries, much of the change occurring in colleges and universities is driven by the rise of mobile devices, the consumerization of IT, and higher customer expectations. With so many educational choices both on-campus and online, institutions have had to set aside their aversion for change in order to meet the digital desires of a new generation of students and compete on a global scale. But what will higher ed’s strategic digital efforts look like in the future?


Via Bobbi Dunham, juandoming
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Are apps becoming the New Worksheet?

Are apps becoming the New Worksheet? | Edumorfosis.it | Scoop.it

We need to be free to experiment and manipulate the electronic and digital materials of our education in the same way we used to experiment and play with the more traditional ones. There are affordable ways for students to experience and experiment with electronics such as Raspberry Pi and Arduino. There are programs, like Scratch, that introduce students to the basics of programming. (Hopscotch is a great app for the same thing). As students get more advanced, they can use resources like GitHub so that they can take work that has already been done and manipulate and change it for their own purposes.  We can encourage students to use Markdown language to create simple text documents so they can more accurately and closely control what their work looks like and why it looks the way it does, as well as more easily transfer it across platforms. And we can teach them the basics of HTML and CSS in order for them to manipulate their own webpages.

 

If you don’t know yourself how to do any of this, learn alongside your students. Show them how to be lifelong learners by modeling that practice for them. Engage in the larger communities of practice that exist outside the classroom walls, and help make your classroom into a microcosm of those communities. Be process-driven, rather than strictly results-driven, so that students can feel comfortable experimenting. We also need to be more comfortable assessing and evaluating this kind of work, an assessment that is driven by the students’ needs and not the needs of the institutional drive for more data.


Via Miloš Bajčetić, Ines Bieler
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Breaking stigma of Online Education 

Breaking stigma of Online Education  | Edumorfosis.it | Scoop.it

It is time to stop asking if online learning is as “effective” as traditional face-to-face learning. The question has been asked and answered. Asking it over and over again will not yield the responsive, localized, and collaborative answers we need to facilitate meaningful education for an increasingly diverse body of learners.

 

Teaching and learning work best when faculty, instructional staff, and students are invested and engaged. What is often lost when we ask the “effective” question is that investment and engagement are modality-independent qualities. The educational ecosystem teachers and students need in the decades to come must involve both online and face-to-face expressions. Tethering “effective” teaching and learning to a particular modality restricts the strategic implementation of research-driven pedagogy across college and university offerings.

 

To support my claim, I pursue two points. First, online education is growing, and this growth poses no substantive risk to student learning. Second, a logic of legitimacy drives the stigma that bars integration of online learning into higher education’s core mission.

The “effective” question is rooted in fear of disruption. We need to recognize and acknowledge continuity instead.


Via Ana Cristina Pratas
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Ana Cristina Pratas's curator insight, May 25, 7:06 AM

" “Effectiveness” is, in the end, built on a shaky premise, that traditional face-to-face teaching is monolithically consistent. We know it is not. A well-designed and carefully delivered online course will facilitate more meaningful learning for more students than a poorly designed 300-student lecture section. The real problem educators and administrators face is how to leverage the considerable historical legitimacy of the university to destigmatize online learning and continue producing relevant and useful educational experiences for their students.

 

Faculty, administration, and instructional support staff should work together to encourage student-centered design at each stage of the curricular and course development process, regardless of educational modality.

 

They should also recognize that it is the urgent responsibility of all constituents invested in college and university teaching and learning to make visible the good work being done right now in developing online educational experiences across higher education and to provide space for continuing faculty investment and experimentation.

 

Online education aspires to more than the predatory neo-liberal nightmare its harshest critics make it out to be. While there are many questions yet to be answered, online education is promising, effective, and vital to the health of contemporary college and universities. " 

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Documenting and Reflecting on Learning

Documenting and Reflecting on Learning | Edumorfosis.it | Scoop.it

I am a strong proponent of encouraging learners of all ages to engage in reflective practice.

 

Learners do not just receive information only at the time it is given; they absorb information in many different ways, often after the fact, through reflection. The most powerful learning often happens when students self-monitor, or reflect. Students may not always be aware of what they are learning and experiencing. Teachers must raise students’ consciousness about underlying concepts and about their own reactions to these concepts. ETE Team


Via juandoming
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Arnie Rotenberg's curator insight, May 24, 9:31 AM
Documenting and Reflecting on Learning
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5 reasons to invest in Video Conferencing for education

5 reasons to invest in Video Conferencing for education | Edumorfosis.it | Scoop.it
Education across the world has a changed character, where reaching out to substantial knowledge isn’t impossible. Video conferencing has made classrooms walls invisible, allowing students to have the entire world as their learning resource. Moreover, this technology has also helped in easy retention of knowledge in learners as visuals are always better remembered than words. Visual communication has double-fold benefits, both for the teacher and the taught as it opens up the door towards global learning. Here are some impending reasons to invest in video conferencing for education.
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Why we prioritize Educational Methodology, not just Educational Technology

Why we prioritize Educational Methodology, not just Educational Technology | Edumorfosis.it | Scoop.it
“Effective integration of instructional technology in learning environments is the unicorn of successful curriculum design and implementation. Yet, one can almost hear the groans during discussions on the benefits of incorporating technology into lesson plans and curricula. Often times the pitch as to what technology could facilitate for learners and educators is aspirational while the actual execution of tech in the classroom is overwhelming, finicky, and unreliable. Indeed, classroom tech setups often appear to be on par with spaceship mission control for the uninitiated.”

It seems we as educators can move beyond why we should integrate technology and start tackling the crux of the matter: how. Sending students home to watch a lesson on YouTube or burying their heads in a computer game during class time is not particularly innovative or revolutionary—it’s using tech for tech’s sake. Just because “there’s an app for that” doesn’t mean you should use it. To truly transform the logistics and outcomes of education, ed tech companies need to provide more than just the best possible tech. It’s time to focus as much on the implementation and methodology as the technology itself.

Sure, you could use a then end of a screwdriver to bash in a screw… or you could use it the way it was intended. It’ll save you time and come out a lot cleaner. The onus is on ed tech companies to make the intended use of their tools just as obvious.
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Enseñar en tiempos de tecnologías. Obstáculos en su implementación

Enseñar en tiempos de tecnologías. Obstáculos en su implementación | Edumorfosis.it | Scoop.it
Mucho se ha investigado sobre la enseñanza que incluye tecnologías en el aula. Mucho se ha dicho, también, acerca de los beneficios que tanto alumnos como docentes obtienen al usar tecnología para apropiarse de los contenidos. De igual manera, es sabido que no es lo mismo usar tecnología en el aula que incorporarla al aula. Podríamos dedicarle varios párrafos a la diferencia que existe entre estas dos instancias. Sin embargo, en esta oportunidad me propongo –y les propongo– pensar en aquellos obstáculos con los que nos cruzamos a diario en nuestro camino hacia, en principio, el uso de las TIC, y luego la incorporación de las mismas en nuestras prácticas pedagógicas.

Todos sabemos que las tecnologías han comenzado a jugar un rol esencial en la enseñanza presencial en los últimos años. Debido a la importancia de las TIC tanto en el aula como en la sociedad actual, detenernos a pensar en los posibles obstáculos para adoptar tecnologías en las clases presenciales es un ejercicio importante de hacer si queremos priorizar la calidad de la enseñanza.

Para la implementación de TIC en el aula existen barreras extrínsecas e intrínsecas. A grandes rasgos, lo extrínseco puede estar identificado con las decisiones institucionales y lo intrínseco con el cuerpo docente.
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Andrea Mejia Medina's curator insight, May 23, 4:30 PM
Es bien sabido que la tecnología tiene grandes ventajas; el Internet es un tesoro de información en la punta de los dedos, prácticamente todo lo que necesita saber se puede encontrar en línea. y los datos facilitados, pueden servir como un recurso educativo para los estudiantes. Incluso sin la ayuda de los padres y profesores, los estudiantes pueden simplemente buscar sus lecciones en línea. Por la forma en que van los avances tecnológicos, es obvio que el futuro será digital y centrado en la tecnología. Si los estudiantes están bien versados en el uso de la tecnología para colaborar y comunicarse, no van a tener problemas para adaptarse, en competencia y la búsqueda de empleo en el futuro. Estar familiarizado con el uso de al menos una forma de tecnología a una edad temprana les ayudará a sentirse cómodos y finalmente, desarrollar otras habilidades necesarias para manejar otros dispositivos y procesos innovadores. Atrás han quedado los días en que las únicas herramientas para la enseñanza se limitan a los libros, una pizarra, una tiza o marcadores. Con la tecnología integrada a la educación, los maestros ahora pueden incorporar imágenes, vídeos y otros gráficos en la entrega de lecciones. Sitios web específicos, aplicaciones y programas también permitirán a los maestros variar la forma en que proporcionan instrucciones. Esto crea un ambiente de aprendizaje emocionante y promueve el interés en la educación en general. No hay lado correcto o incorrecto. La tecnología educativa tiene sus ventajas y desventajas. Todo depende de los maestros, administradores y personal a cargo de todo lo que abarca la educación, para decidir si el bien supera el mal. Algunos de los puntos en contra del uso de la tecnología en el aula de clase son sustitución de los maestros, lo cual no es un secreto y tampoco es algo que no haya ocurrido antes en la historia del ser humano, algunos ejemplos de la tecnología de sustitución de los trabajadores: la industria automotriz, la agricultura y las industrias manufactureras tienen todos muchas partes mecanizadas de su proceso, y el despido de los trabajadores en el proceso. Los últimos avances tecnológicos son lo suficientemente potente como para entregar el contenido, evaluar, y fijar los estudiantes un nuevo curso de aprendizaje, todo ello sin la intervención del maestro. La distracción es probablemente la primer preocupación de los profesores de que los estudiantes van a estar demasiado ocupados en redes sociales y no prestando atención a la lección. El plagio ha sido siempre una preocupación de los profesores. Hoy, los estudiantes pueden acceder fácilmente a ensayos, informes, notas de clase, pruebas en línea, etc., lo que hace que sea mucho más difícil que los profesores sepan si el trabajo de la mano de los estudiantes es original.
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[PDF] Acercamiento a las Teorías del Aprendizaje en la Educación Superior

[PDF] Acercamiento a las Teorías del Aprendizaje en la Educación Superior | Edumorfosis.it | Scoop.it

La forma en que aprenden los estudiantes en la actualidad, se ha venido transformando en los últimos años. De un paradigma Constructivista ha evolucionado a uno Conectivista, que sin dejar a un lado la creatividad del estudiante en la formación de su propio conocimiento por medio de un aprendizaje significativo, ahora se sustenta sobre la base del trabajo en redes y las nuevas Técnicas Informáticas y de Comunicaciones. Se realizó una revisión bibliográfica actualizada y pertinente en relación a las diferentes Teorías del Aprendizaje en el contexto de la Educación Superior, desde el Conductismo, pasando por el Cognitivismo y el Constructivismo, hasta el Conectivismo. Con la finalidad antes mencionada se revisaron las principales bases de datos disponibles en la red, así como evidencias más actualizadas disponibles hasta el momento en la temática.

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Informe: 10 formas en que los estudiantes dirigen su propio aprendizaje

Informe: 10 formas en que los estudiantes dirigen su propio aprendizaje | Edumorfosis.it | Scoop.it

Empoderados por la tecnología, los estudiantes están utilizando cada vez más, dispositivos móviles, juegos, recursos en línea y digitales para auto-dirigir su propio aprendizaje dentro y fuera del aula. 

 

Según una investigación llevada a cabo por Project Tomorrow y en la que se encuestó a más de 400,000 estudiantes de nivel primaria, secundaria y preparatoria de los Estados Unidos, más de un tercio de los estudiantes encuestados ya han tomado al menos una clase en línea en Matemáticas, Ciencias e Inglés.

"Los estudiantes siempre han auto-dirigido parte de su aprendizaje, pero con la explosión del uso de dispositivos móviles, la conectividad 24/7 y la abundancia de recursos digitales, hoy más que nunca los estudiantes están explorando los temas que les interesan a su manera." dijo la Dra. Julie Evans, Directora General de Project Tomorrow.

 

Anualmente, el Speak Up Research Project for Digital Learning encuesta a estudiantes de nivel primaria, secundaria y preparatoria, a padres de familia y docentes para conocer el papel que la tecnología juega dentro y fuera del aula. En su último reporte, Project Tomorrow detalla cómo y cuándo estos más de 400,000 estudiantes están aprendiendo.


Via manuel area
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Campus Extens - UIB Virtual -'s curator insight, May 22, 6:03 AM
“Students have always self-directed some of their own learning, but with the explosion of mobile devices, 24/7 connectivity and digital resources, students are leaving adults behind as they explore subjects that interest them in the ways they learn best,” said Dr. Julie Evans, CEO of Project Tomorrow.

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Impulsar la educación en un siglo impredecible

Impulsar la educación en un siglo impredecible | Edumorfosis.it | Scoop.it
“La educación de nuestras escuelas y universidades no prepara a los jóvenes para el trabajo o el mercado, ni tampoco para que sean ciudadanos en nuestra sociedad”, dijo Fernando de Nielander Ribeiro, de Brasil.

Parte de la culpa la tiene una enseñanza que fija conocimientos de memoria, en lugar de desarrollar un pensamiento creativo, según Andrea Ixquiac Velásquez, de Costa Rica. Como muchas otras personas que respondieron nuestra encuesta, la lectora también señaló un fracaso del sistema educativo en desarrollar habilidades socio-emocionales. Esos atributos clave, como la empatía y la capacidad de trabajar en equipo, son esenciales tanto para tener una vida social saludable como para hacer frente las demandas de la economía moderna. “El aprendizaje es mínimo”, dijo Edwin Melgar Ortiz, de Bolivia. “Así como las clases de los maestros, que carecen de actualizaciones pedagógicas y de conocimientos”.
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Innovación educativa y nuevas metodologías de aprendizajes

Innovación educativa y nuevas metodologías de aprendizajes | Edumorfosis.it | Scoop.it
La innovación forma parte del trabajo diario de cualquier docente. A partir de las particularidades de cada grupo, el docente realiza un trabajo de innovación para no caer en la rutina repetitiva a la que lleva el simple dictado de las lecciones que todos los años se repiten en los objetivos programados para cada curso.

Actualmente, existe un interés, tanto por las instituciones educativas, como por los propios docentes, de buscar cursos de capacitación que les permitan realizar su función, cada vez mejor. Esta tendencia está al alza y, si continuamos así, conseguiremos culminar lo que se conoce ya como “revolución educativa” o “cambio educativo”. Considerar las experiencias previas de alumnos y docentes, referentes a sus raíces, cultura, valores, es una nueva tarea que nos estamos encontrando en las aulas de unos años a esta parte, que también hay que tener en cuenta a la hora de planificar nuevas iniciativas dentro del currículo y del ejercicio cotidiano de la docencia.
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Are Tech & Learning compatible?

Are Tech & Learning compatible? | Edumorfosis.it | Scoop.it

If we were to do a survey of ten educators who claim to be edtech-users and six of them base their claim on power point lectures alone, and two use tech to send digital worksheets to their students, and the final two educators have students using tech apps for collaboration, curation, communication and creation of content, we could confidently claim that Edtech is not having a great effect on learning. It would be effective for probably less than 20% of the students. The next obvious question would be, how much of an effect is tech having on learning in the classes of those final two educators alone? I imagine the resulting percentage would be a much more positive influence than the other classes, but we lump everyone together.

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Nueve claves para transformar la enseñanza

Nueve claves para transformar la enseñanza | Edumorfosis.it | Scoop.it

Dentro de una constante reinvención de la educación, tenemos la necesidad extraordinaria de buscar un sistema educativo que no se defina solo por las escuelas, las aulas y las pruebas, sino que busque ir más allá de los límites del contexto educativo actual y de los espacios físicos que ocupan las clases. Hoy valoramos hasta nueve claves para perfilar nuestra forma de enseñar hacia una educación más moderna recogidas de un artículo de TeachThought.


Via Ramon Aragon
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Collaboration, Cooperation, Integration

Collaboration, Cooperation, Integration | Edumorfosis.it | Scoop.it
Collaboration, cooperation, integration. Valuable concepts in education and in social organisations where people need to work together to achieve goals. Neither new nor original, though today, with wider approaches of how to actually achieve these processes. 
 
In the classroom, ClanEd (which I already have mentioned here ) is a valuable tool for both teachers and learners, regardless of subject matter or level. Not only can it be used as an ePortfolio, but also as a teaching/learning space, with features which allow collaboration and cooperation among its users. 

Via Nik Peachey, Ines Bieler
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Nik Peachey's curator insight, May 25, 11:07 AM

Interesting article with some useful links.

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Using Social Media in eLearning

Using Social Media in eLearning | Edumorfosis.it | Scoop.it

Most of us have social media accounts. We post 140-character tweets about our favorite brands. We tag our family and friends in photos on Facebook. We talk about our food and show off that amazing sunset photo from the other night on Instagram. Snapchat allows us to use photos and videos to tell our personal stories with text, stickers, filters, and in other ways.

We make social media our own, and it’s tailored to our interests, belief systems, and experiences. Social media is also a vital tool in eLearning courses, as these sites can further students’ understanding and provide insight, such as in the following ways.


Via Marta Torán
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Marta Torán's curator insight, May 24, 3:50 PM

Aprendizaje social. Las ventajas de utilizar los medios sociales.

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Resistencias: ¿es la innovación el cambio?

Resistencias: ¿es la innovación el cambio? | Edumorfosis.it | Scoop.it
Muchos pensadores sienten que la tecnología va a modificar lo que hacen los maestros. “El cambio más significativo es el cambio en el papel de un profesor del dispensador de conocimientos a los estudiantes a uno de ayudar a los estudiantes a adquirir conocimientos de una variedad de fuentes, lo que llamaos cambio de roles…

“Cuando hablamos de un cambio de roles, tanto sociales como educativos, no solo damos por hecho que las nuevas formas de entender y de hacer las cosas deben contemplarse bajo el prisma de las personas, eso ya lo damos por hecho. Los gobiernos y los docentes ya no son los protagonistas de esta nueva época. En esta nueva era el rey es el usuario, el aprendiz. Y su hábitat natural es la sociedad, su entorno vital.
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7 ways reflection gives students ownership of their learning

In his book, The Power of Habit, Charles Duhigg describes keystone habits as,“small changes or habits that people introduce into their routines that unintentionally carry over into other aspects of their lives.” Reflection has been one of habit that has transformed my life as a teacher, leader, author, and dad.

My day is probably like most of yours. I wake up, drink some coffee, read, write, attempt to work out, get dressed, give the kids and wife a kiss goodbye, head off to work and grab something to eat.

 

I then spend hours at work in meetings, talking with people, creating, managing, teaching, learning, and eventually get to head home where I’ll play with my kids, go to events, sports practices/games, activities, sometimes out to eat (or a rate date), help put my kids to bed, and then get to spend an hour or two hanging out with my wife thankful the house is quiet for the moment.

 

Student lives look very similar to adult lives, except they rarely have any choice in what they do. Students are consistently shuttled from one class to another, one spot to another, one event to another. When the day is over, have they even had a minute to think about how each class or event went?


Via Marta Torán
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Marta Torán's curator insight, May 22, 4:00 PM

Para A.J.Juliani la reflexión es un camino para que los estudiantes se hagan dueños de su aprendizaje.

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Applying the Kemp Design Model in eLearning: A guide for eLearning professionals

Applying the Kemp Design Model in eLearning: A guide for eLearning professionals | Edumorfosis.it | Scoop.it
Kemp, Morrison, and Ross are the co-founders of the Kemp Design Model. This strategy takes a non-traditional approach to eLearning development, as it follows a cyclical structure. Every aspect of the eLearning course design and learning process is taken into consideration. This allows eLearning professionals to create more meaningful eLearning courses that focus on online learners' needs, preferences, and goals. Here are 9 tips to help you apply the key elements of the Kemp Design Model.
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Key tools for an Immersive Learning Experience

Key tools for an Immersive Learning Experience | Edumorfosis.it | Scoop.it
E-Learning industry has clearly moved to HTML5, owing to the advantage of its support for multiple devices like tablets and smartphones. HTML5 offers great scope for creating better experience, including rich and app-like user experience on mobile browsers, richer images, and location-awareness to browsers. Videos have emerged as the most consumed media on smartphones and the trend is only getting stronger. Making videos interactive can help them to be leveraged better for learning and performance support initiatives.

We have been also exploring how to use interactive videos as an effective eLearning tool for sometime now. In our attempt, we have experimented with some of the interactive video tools.

In this article, we will walk you through the features of some of the interactive video tools that can take learning experience to a different level. Also we have included, at the end, a feature comparison table for the various tools.
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Reimagining Disruption in Education

Reimagining Disruption in Education | Edumorfosis.it | Scoop.it
What’s interesting about disruption and disruptive innovations is that they are so seldom applied to what matters: poverty alleviation, gender inequality, environmental despoilation, intolerance, and our general deficit of compassion. We can get a ride somewhere by tapping a screen, we can binge-watch tv on our computers and we can access our files from anywhere with an internet connection. But are we really making the world a better place?

In education, there are disruptive innovations which allow students to search the Internet, we can ‘personalize’ learning with sophisticated software, we can analyze data, we can assess digitally, and we have wonderful apps to tap out amazingly artistic creations.

But are we teaching our kids to evaluate information, spin, and fluffy reasoning with which they are constantly bombarded? Are we nurturing curiosity and creativity? Are we allowing kids to tinker (with their hands and their minds)? Are we talking through controversial ideas and pushing kids to make unusual connections? Are we encouraging them to find and embrace their own interests? Are we encouraging them to subvert outdated ideas? Are we teaching compassion and understanding?
These are the real disrupters of traditional learning. And these are the things that will truly lead to a more rational, empowered, compassionate and world-changing generation of young people.
Edumorfosis's insight:

Disruptive education does not consist of integrating technological resources into the classroom. It is not disruptive to use technologies to teach and that students passively contemplate their teacher's speech. The true educational disruption is to incorporate technological tools into the learning formats of students. The role of technology is to expand human efforts to enhance people's learning. True educational disruption empowers the educator to create his own models and techniques of hyperconnected learning. And it also empowers the student to use it as a cognitive resource for creating, designing, programming, coding, socializing, exploring, researching, experimenting, discussing, disseminating and communicating.

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Note Taking Skills for 21st century students

Note Taking Skills for 21st century students | Edumorfosis.it | Scoop.it
Ever since I went through the Writing Across the Curriculum Course at my school I realized the tremendous gap between “writing” as we’ve taught it traditionally and 21st century writing skills. That frustration threw me into research about how to teach writing in my classroom (all of that research was then put into my new book Reinventing Writing — just because I couldn’t find the book I needed when I was struggling with teaching writing in the digital age.)
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[Infografía] Cinco maneras diferentes de organizar el espacio del aula

[Infografía] Cinco maneras diferentes de organizar el espacio del aula | Edumorfosis.it | Scoop.it
La organización del espacio de aprendizaje es un factor esencial a la hora de poner en práctica distintos métodos pedagógicos en clase. Sin embargo, la disposición del aula expositiva, en la que todos alumnos están sentados y aislados en su pupitre mirando a la pizarra, sigue siendo la norma en la enseñanza española. Aún son pocos los profesores y escuelas que se atreven a romper con esta distribución del espacio. Expertos como María Acaso, que aboga por la revolución educativa, ya reivindican aulas más amables, cómodas y flexibles; y profesores como César Bona, reinventan las aulas para dar respuesta a sus métodos pedagógicos. Otros ejemplos de espacios de enseñanza innovadores son las escuelas Vittra, en Suecia, o el Colegio Claver, de Jesuitas, en Lérida. Te mostramos cinco maneras de organizar el aula para ajustar el espacio a las necesidades de aprendizaje de tus alumnos.
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Propuestas para un nuevo modelo educativo global

Propuestas para un nuevo modelo educativo global | Edumorfosis.it | Scoop.it

Lo que se avecina es el apogeo de un sistema diseñado para la revolución industrial y basado en una linea de producción altamente estandarizado, a uno que revolucionará el aprendizaje desde sus cimientos. Veremos un sistema donde los profesores ejerzan una educación personalizada, utilizando la tecnología como un elemento clave para la indagación; estudiantes aprendiendo con alumnos de distintas edades, con ramos donde se enseñarán metodologías para descubrir el interés personal, con una integración en-linea con el mundo real, con mediciones sobre el aprendizaje personal o de un proyecto, donde el maestro no será el más sabio de la sala, sino que un catalizador del aprendizaje y quien también aprenderá, porque diseñará en conjunto las nuevas preguntas, de esas que aún no se conocen las respuestas, y donde la colaboración finalmente será la protagonista, en esta era donde la única garantía futura, es la incerteza.

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