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[iStudio] Entrevista a @Edumorfosis

Livia Arellano, Representante de iStudio en latinoamérica, realizó una entrevista informal para hablar sobre los Nuevos Paradigmas en la Educación. Comparto la entrevista para que conozcan las funcionalidades del Sistema iStudio. Gracias por haberme recibido en su estudio extendido, donde se conecta con profesionales de todas partes para sostener interesantes conversaciones.

Solicita una demostración de iStudio:

Edumorfosis's insight:

El audio salió bajo. Disculpen los inconvenientes.

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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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El debate no debe ser si TIC si o no, si no que educación queremos!

El debate no debe ser si TIC si o no, si no que educación queremos! | |

Ni podemos creer ni vehicular esta impresión a los demás que la escuela es el ecosistema " necesario" donde se aprende a vivir la vida real, nada más lejos de la verdad, la realidad la representa el día adía de ahí afuera, donde el bien no es absoluto y convive con el mal y necesitamos "abrir " espacios, escenarios diferenciados y divergentes que nos permitan escribir a cada uno nuestra propia realidad, nuestra singular educación" ...


Este "alegato" viene a raíz de un debate sobre si las TIC, internet...deben o no formar parte del "paisaje" de los centros educativos en la formación de los alumnos y que se ha iniciado en la red cuando para mi realmente puede haber debate, si, pero más bien se refiere, aunque no se nombre, "al miedo" que se tiene por una gran parte de la comunidad educativa a perder el "control" el "poder" sobre la educación formal y las personas que forman parte de ella.

No podemos obviar que las tecnologías ya llegaron hace mucho, las digitales menos tiempo y su "ruído" ha sido tan fuerte como lo sería una "revolución" y lo ha hecho hasta tan punto que ha hecho temblar los muros de la "sacrosanta" universidad y de una escuela que seguía haciendo lo mismo que hacía hace tres cientos años sin "ruborizarse".

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Cooperación 2.0 entre iguales: ¿Está nuestro alumnado preparado para participar de forma activa en el aprendizaje?

Cooperación 2.0 entre iguales: ¿Está nuestro alumnado preparado para participar de forma activa en el aprendizaje? | |
Hasta ahora, la forma que tengo de resolver estos problemas es dedicar un tiempo considerable a demostrar que esto funciona, que son modelos que les serán útiles en el mundo profesional y que es una oportunidad para participar en un método nuevo. Si todo esto me falla, intento convencerles de que no tienen nada que perder.

Para participar de forma activa en cualquier proceso donde haya un grupo (por ejemplo una clase) se debe tener cultura cooperativa, crear conocimiento, compartirlo y, sobre todo, el profesor tiene que saber guiar y participar en ese proceso.

Desde este blog, animo a tod@s l@s lector@s a que intenten realizar alguna actividad encaminada a demostrar que el conocimiento que tiene una persona mejora si se utiliza y se comparte. Además, que si éste se organiza de forma cooperativa todos salen ganando: el alumnado, el profesorado y, por supuesto, la asignatura.
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10 ways to use Twitter in class

10 ways to use Twitter in class | |
For anyone who missed the April announcement, Twitter switched its app category from ‘social media’ (where it consistently ranked in the top ten with Facebook, Instagram, Messenger, WhatsApp, and Pinterest) to ‘news’ (now ranked #1, ahead of apps like CNN, Fox News, and Reddit). It makes sense; tweets and twitter streams have been part of hard-core news reports for years as an effective way for leaders and politicians to reach their constituents and pollsters to gauge what interests people. A good example is this series of tweets explaining the recent Brexit vote.

As an educator, I am thrilled. Twitter’s gossipy reputation among administrators and most parents negates its dynamic applications in the classroom. With the not-so-recent addition of audio and video files (easily embedded from sites like Instagram and Periscope), educators can easily use it as a student-friendly approach to everything from assessment to sharing notes.

Before unpacking Twitter in your classroom, here are a few guidelines:
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5 strategies for teaching students to use Metacognition

5 strategies for teaching students to use Metacognition | |
Metacognitive skills enable students to regulate their thinking and to become independent learners who can enhance their school and life experiences. Wherever the ambitions of our youth lead them, they will benefit from being able to solve problems creatively, think analytically, communicate effectively, and collaborate with others. As we conducted research for our latest book, we found that studies simultaneously indicate that metacognition is one of the most important skillsets students need, yet often is not taught.

When students are metacognitive, they can take a step back and observe their thinking. Sometimes this is called the reflective process. When using this approach, they might ask themselves questions like these: What is the problem to be solved? How should I solve the problem? How well am I doing? How well did I do? How can I do it better the next time? The metaphor we developed as a way to help educators teach metacognition to children and youth across grade levels is that of “driving your brain.”
Edumorfosis's insight:

La metacognición es más una práctica de aprendizaje social y no una asignatura curricular que los educadores enseñan...

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Here is a good visual on Blended Learning

Here is a good visual on Blended Learning | |

Here is a short visual we created for teachers explaining the core notions behind the concept of Blended Learning. We have also included a collection of what we believe are some essential web tools for classrooms that adopt a blended learning model of instruction. You can share, print and use the visual the way you want as long as you credit us as the source.

What is blended learning?
It is an instructional methodology, a teaching and learning approach that combines face-to-face classroom methods with computer mediated activities to deliver instruction.

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Instruction Design – The Process (part 1)

Instruction Design – The Process (part 1) | |
The instructional design theories have been the guiding beacon for the new IDs, however, if not properly utilised during the design phase, these theories lose their practicality. The objective of this section is only to introduce the concepts and encourage the beginners to learn more about the models and theories. Many educators, education psychologists and behaviourists have researched the cognitive science of learning at various times, developing approaches to find better ways of transferring learning. Some of the commonly used models and theories in ID are Gagne’s Nine Events of Instruction, Dale’s Cone of Experience, Bloom’s Taxonomy of Learning Domains, Ruth Clark’s Principles of eLearning, David Kolb’s Experiential Learning Model, and Kirkpatrick’s Four Levels of Training Evaluation. The readers can click on each name to learn their details.
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20 things you can learn in 10 minutes to become a better teacher

20 things you can learn in 10 minutes to become a better teacher | |
Becoming a better teacher is likely a big part of why you’re here.

Based on reader feedback, surveys, comments, and other observations we’ve noticed over the years, the vast majority of you are already ‘good’ at what you do.

Few incompetent professionals that consistently seek to improve remain incompetent. If you’re here–or at edutopia, or knee-deep in a book from ASCD, for example–reading and skimming and sharing and responding to ideas, it’ll be difficult for you to resist growing.

A lot of what we discuss here at TeachThought, however, is very macro stuff–broad looks as the possibilities inherent in modern pedagogy, and the dangers we risk by not understanding them. While we try to balance that with use tomorrow in your classroom tools and strategies, we can always be better there, I think.

In response, below I’ve collected 20 (mostly) simple things you can do (relatively) quickly to become a better teacher. The list is purposely diverse because I wrote it and can’t stay focused on anything for longer than 4 minutes, it seems.

Most are based on resources we’ve already created here, so where relevant I’ve linked to said resources.
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How to teach EdTech to future teachers

How to teach EdTech to future teachers | |
Instead I'd like to first "teach" adaptability - the mindset that's helped me navigate the ever-changing edtech environment since I began my career in the early '70s - an era of filmstrip projectors, 16mm movies and ditto machines. I've always thought first about my instructional goals, then tried to leverage whatever resources I could find to reach them. That calls for flexibility and a willingness to figure things out on your own. I couldn't wait around for some school-sponsored PD.

A second, equally important goal would be to teach critical evaluation of the intersection of good instruction and technologies. A good teacher is skeptical, always re-assessing what's working and what's not. That's especially important in the dynamic edtech world.
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Creating Purpose-Driven Learning experiences

Creating Purpose-Driven Learning experiences | |

Creating Purpose-Driven Learning Experiences provides support for teachers interested in engaging students in meaningful work at schools, and provides ideas and resources for using technology to do just that.

Bill Ferriter’s book is easy to read with a combination of research and practical ideas for incorporating meaningful project-based learning work into 21st century classrooms.

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How to turn on the part of your brain that controls Motivation

How to turn on the part of your brain that controls Motivation | |
We know we should put the cigarettes away or make use of that gym membership, but in the moment, we just don’t do it. There is a cluster of neurons in our brain critical for motivation, though. What if you could hack them to motivate yourself?

These neurons are located in the middle of the brain, in a region called the ventral tegmental area. A paper published Thursday in the journal Neuron suggests that we can activate the region with a little bit of training.

The researchers stuck 73 people into an fMRI, a scanner that can detect what part of the brain is most active, and focused on that area associated with motivation. When the researchers said “motivate yourself and make this part of your brain light up,” people couldn’t really do it.
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Good eLearning design for bad Internet connections

Good eLearning design for bad Internet connections | |
Designing eLearning programs for imperfect Internet connections is, oddly enough, a valuable skill. Despite enjoying mobile data and broadband connectivity increasingly everywhere, most learners are still disrupted with unpredictable connections. How can you catch exceptions like these? Find out in this article!

With the broadening scope of eLearning courses, you shouldn’t be surprised if someone in Africa or in Bangladesh is registered for your courses. In fact, many developing nations rely on eLearning programs and training materials for quality learning experiences. They also look forward to completing the courses with dedication and add their professional development experiences to their resume.
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The learner is the winner

The learner is the winner | |
When MOOCs dominated the news cycle in 2012, they promised a sea change in the way learners obtained education, whether by transforming the traditional classroom lecture for on-campus students, or providing access to world-class educational materials for a global population of learners. Four years later, we see that MOOCS have not only provided brand new ways of distributing education, but have also sowed the seeds for a new economy of credentials that is revolutionizing the traditional top-down, university-driven degree approach to business education. For the first time in history, learners can get the education they want for professional advancement when they want it, rather than waiting for a university to decide if and when a learner can enroll. Power is shifting from institutions that provide bundled degrees to consumers who assemble their own portfolio of credentials and skills to get the jobs they want.
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10 essential characteristics of a 21st Century Educator

10 essential characteristics of a 21st Century Educator | |
People have come to loathe the term “21st Century Education”, or “21st Century Teacher”. The argument is that “we are 16 years into the 21st century!”, yet I would argue, we have 84 years to go! I could have not predicted the iPad, Chromebooks, Pokemon Go, or anything else like this. Yet, as I was thinking about that very idea, it is why I believe there are some very important traits that educators need right now. We are in the 21st century, we are educators, so what does that mean and look like in our world and for education?

It is not technology that is having the biggest influence on what we do; it is the speed of change being thrust upon us.

We also have more access to information and ideas, so we can do better. If you know better, you have to do better.

Here are ten characteristics that I am exploring and starting to see as crucial for educators in the 21st century and beyond, as we continue to live in a world that is continuously changing, and moving at tremendously fast speeds.
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Attending to the Digital

Attending to the Digital | |
Let me pause here and reassure you: this is not going to be a talk that functions as a screed against “digital distractions.” These have become incredibly formulaic. You know the arguments by now: new technologies – most recently the culprit is the cellphone – are making us un- or anti-social. They are shortening our attention spans. They are nudging us to pay attention to all the wrong things – checking Twitter, for example, at the dinner table or texting while driving. We can’t sit still. We don’t have empathy. We don’t look at people, engage with people. Yet we can’t handle solitude. We can’t handle the despair of the human condition. “And that’s why I don’t want to get a cellphone for my kids,” says Louis C. K., whose comedy routine is frequently referenced in essays on “digital distractions.” You can almost predict when these articles and arguments are going to invoke his bit with Conan O’Brien, when they turn to argue that somehow digital technologies foreclose meaningful contemplation, foreclose our experiences of existential angst.
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Top 10 tools for creating Digital Quizzes

Top 10 tools for creating Digital Quizzes | |
Over the last couple of years, we have reviewed a wide variety of educational web tools to use to create digitally based quizzes. Below is a collection of some of the most popular quizzing tools we have covered so far. Be it a flipped, blended, virtual or even traditional classroom, the tools below will enable you to easily create interactive quizzes, questionnaires and polls to share with students in class. Have a look and share with us your feedback.
Yeison Ossa Trejos's curator insight, Today, 1:46 PM
One of the best ways to assess whether or not learners have achieved the expected learning outcomes of a particular language structure or set of vocabulary is through quizzes. These ten useful web tools can enable teachers to create their own interactive quizzes to assess students' learning process. By creating quizzes which are game-based, for instance, teachers can not only manage to engage learners to deal with them more easily, but also to lower the anxiety and nervousness that taking a quizz brings about.!

In Digital Transformation, culture change goes hand in hand with tech change

In Digital Transformation, culture change goes hand in hand with tech change | |
The framework is balanced so it neither focus on technology or change management. In fact, the starting point must be one that steadily shifts both the technology foundation and the people of the organization in unison towards both planned goals and emergent opportunities. This starting point then continues to evolve as it learns from early experience. The overall process usually works best when realized on a supporting platform that enables open communication, enterprise-wide learning, digital channel leadership, stakeholder empowerment, and enablement of a network of change agents across the organization. This is the change platform I’ve been discussing in the industry lately, and is typically an online and offline community of practice.
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Education Technology and the Modern Learner

Education Technology and the Modern Learner | |

Technology’s impact is often felt immediately by its users but sometimes—especially in education—technology’s innovations do not necessarily take place in “a moment.” Indeed, over a sustained period of time, technology is inexorably transforming the education landscape. This transformation consists of multiple elements, starting with the makeup of the modern millennial learner, continuing to how learning is evolving due to innovations in technology, and finally to how the educational experience will need to be reimagined to adapt to these changes.

Modern millennial learners consider technology integral to both their learning and non-learning lives. Members of this cohort of 18-to-33-year-olds can’t imagine a world without technology deeply integrated into how they create, share, co-create and consume information and nurture relationships. This age group has always tended be early adopters of technology and want to push the state-of-the-art to its limits more aggressively than any other prior generation.

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New, different and adaptive: The new keys to education and employability

New, different and adaptive: The new keys to education and employability | |
The business world and schools are undeniably connected, working in tandem to prepare students for the world of college and career.

We are living in an age of unprecedented shifts in our economy. One-third of Americans are expected to make their living through freelancing, or project-based work, by 2020.

Many jobs are becoming increasingly automated, and people who do land jobs in large businesses are often working collaboratively and on projects. As the economy and the business world continues to adapt to the shifts, resilient, adaptive workers and creative entrepreneurs are rising to the top.

We are also living in a time when school networks, districts, charters and the schools themselves are redesigning and redefining their vision and structures to be more personalized, blended and project-based, and are also determining how to best prepare young people for this changing economy. Businesses are doing the same, by redesigning the workplace and reinventing structures to best support the business and the people who work for them.

Schools are thinking about the intersection of personalized and project-based work as well as blended and online learning, and so are businesses as they work to ensure that teams can collaborate across time zones and in projects. Schools and businesses are also looking to offer both in-person and online tools for their students and employees’ ongoing professional learning.
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New learning technologies can drive improved performance globally

New learning technologies can drive improved performance globally | |
New technologies continually arise in the workplace to improve your team’s performance, and the speed at which they arise forces your staff to continue to develop. But some individuals might think they don’t need to learn anything new, and some members of the board of directors might see training only as an expense. In both cases, new learning technologies are key to demonstrating that it is always possible to learn, while investing less than you already spend in face-to-face learning initiatives.

When we think about technology, we often think of great investments, absurd techniques, or some practices that are more entertaining than educational. We don’t want things to be overly complicated. We just want to train our staff with the best tools available. Having worked on implementing new technologies since 1998, I have seen their benefit.
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Are students buying what schools are selling?

Are students buying what schools are selling? | |
Calls for innovation in education seem to get louder by the day. “Innovation” has become the catchall term for the urge to make up for what our current system lacks; a system that, on balance, is neither delivering an equally high-quality education to all students, nor designed to reliably prepare young people for the modern workforce.

From there, of course, opinions about what sorts of innovations we ought to invest in, and to what end, vary politically and philosophically. At the Christensen Institute, we’ve always divvied up these wide-ranging ideas into two main categories, which Clay Christensen first identified in the 1980s: sustaining and disruptive innovations. Those categories are helpful in identifying the dimensions along which organizations are improving and how new business models can displace existing ones. But disruptive innovation theory has little to tell us about whether a particular innovation will be successful.
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[TEDxTalks] Identity in a digital world (Alec Couros)

Alec delves into the challenges facing children today in an increasingly digital world where things are never forgotten and their online identifies ‘are’ their real world. Preparing children to recognize that information is Public by default and Private with effort is an important role that teachers and schools can impact in a positive way. Alec challenges us to find ways to help our students discover and experience networked human connections in ways that are positive and thoughtful and keep them safe.

Alec is a Professor of educational technology and media at the Faculty of Education, University of Regina, Canada. He has given hundreds of workshops and presentations, nationally and internationally, on topics such as openness in education, networked learning, social media in education, digital citizenship, and critical media literacy. His graduate and undergraduate courses help current and future educators understand how to use and take advantage of the educational potential offered by the tools of connectivity.
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Students want more digital learning outside of the classroom

Students want more digital learning outside of the classroom | |

The need for digital learning content in classrooms is nothing new, but teachers, parents, and students are becoming more vocal in their desire to provide or have access to such materials outside of the school day or school year. Deloitte‘s inaugural 2016 Digital Education Survey surveyed teachers, students and parents to uncover how technology is changing the concept of the classroom.


Via Tom D'Amico (@TDOttawa) , Bonnie Bracey Sutton, Skylly_W, Ines Bieler

7 ways you can use technology to engage with students

7 ways you can use technology to engage with students | |
It seems that no sooner has the world of education come to terms with one concept than something comes along which turns the concept upside down. In this case, the concept is blended learning.

Blended learning has been around since the late 1990s and most students and teachers have been using it informally for years. Basically, anyone who attends a physical lesson and then does some work online connected to that lesson is using blended learning – but what has changed more recently is that now the physical and the online seem to be happening in the same place and at the same time.

This change has been enabled by a growing range of high-powered digital devices capable of connecting to the internet from the classroom and a new generation of students for whom constant connectivity is the norm.

Many teenagers, like my own daughter, inhabit parallel realities – being simultaneously present in the physical world while also maintaining a constant relationship and interaction with their social group and virtual lives through their mobile devices.

For any educator who grew up in a world where information was scarce and difficult to access, the possibilities offered by this combination should be a revelation. Edtech enthusiasts have long been predicting the miraculous impact that technology will have on education and yet research studies continually show the minimal impact large investments in technology have had.

The problem is that the emergence of these technologies in the hands of students in the classroom has created a power struggle. The students now have in their hands a source of information that is vastly greater than a teacher and which they control themselves. For many teachers this is hugely challenging. Not only is their role and status as source of knowledge being threatened, but their control of the classroom and students’ attention is being undermined.
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The importance of 3D Printing in Education

The importance of 3D Printing in Education | |
A topic I don’t cover enough is 3D printing. It’s relatively new on the education landscape and I have yet to reach a comfort level with it. Thankfully, Ask a Tech Teacher contributor, Lisa Michaels, has lots of knowledge and experience on this topic. Here are her thoughts on the importance of 3D printing in education:

The range of possibilities which 3D printing provides is almost limitless. As the technology evolves, 3D printers are being used to create everything from simple plastic toys to automobile bodies, prosthetic limbs, replacement parts, and even gourmet dishes.

One area where 3D printing has yet to make a difference despite the potential of fulfilling many needs is within the educational systems. Elementary schools, high schools, universities and even vocational training courses are ideal places to incorporate 3D printing as part of the curriculum.
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Can you cultivate Critical Thinking with Infographics?

Can you cultivate Critical Thinking with Infographics? | |
One of the most difficult aspects of teaching is ensuring that your students are actually evaluating the information, rather than just regurgitating it back to you.

Critical thinking skills are incorporated into nearly every lesson plan now, especially with the implementation of Common Core State Standards (CCSS). But how do you “grade” such a skill, and how do you give students the tools and resources to cultivate critical thinking?

Today, teachers are beginning to fully embrace visual learning as a way to help students incorporate critical thinking into every facet of their education. Visual learning has grown exponentially as technology has improved and access has spread. This makes it easier for teachers and students alike to create and use visuals to show, share, and interpret information in whole new ways.
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