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Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje

Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje | Edumorfosis.it | Scoop.it

En el nacimiento de la Sociedad del Conocimiento hemos asistido a distintas crisis: La de las finanzas, la de los medios de comunicación, la del entretenimiento. En todas ellas concurren las circunstancias de que el sector afectado se ha visto transformado desde la situación anterior a la situación posterior en sus aspectos más básicos, el soporte material, las operaciones que se producen y los actores implicados, con sus roles, han cambiado sustancialmente en función de cómo se representa y cómo se procesa el conocimiento, de las operaciones que se pueden realizar y de cómo estas afectan a la actividad, generando un nuevo conocimiento y unas nuevas posibilidades. La producción, los servicios y los propios procesos que se utilizan son más eficientes y más singularizados. Pero a estos hechos y a estas posibilidades con ser potentes no se añaden factores relevantes de la crisis más allá de lo que los mismos cambios originan. Esto es así incluso para la Educación en general. En este caso como en los otros citados, aun siendo transcendentes los cambios que se producen y que constituyen la crisis, son provocados por los procesos propios de la sociedad del conocimiento, por sí mismos o interactuando con otros. Así hablamos de un nuevo paradigma educativo donde cambia una educación basada en estándares (unidad de lugar, situación, edad) por otra basada en logros individuales, porque la tecnología permite un tratamiento personalizado y una potente analítica de la información que se puede aplicar a/en los procesos de enseñanza y de aprendizaje.


Via Miguel Zapata-Ros
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Miguel Zapata-Ros's curator insight, August 14, 2014 2:13 PM

Con esto no estamos diciendo que estos procesos sean inevitables. Según la teoría de Christensen (2012 y 2013) hay un núcleo extensible (la parte del sistema que no aumenta el costo con la extensión) y la parte no extensible, en la que el coste es función de la extensión (ahí es donde reside el valor propio del servicio o del negocio). En este trabajo hacemos énfasis en que se trata de determinar y de cuidar la parte de nuestro sistema que no es extensible, la que constituye el valor genuino. Y concluiremos afirmando que las instituciones tendrán que responder a esta supuesta democratización de la educación con una apuesta mayor. Eso significa incorporar eficiente y rigurosamente teorías pedagógicas que han estado probadas en otros entornos pero que deben desarrollarse y tienen mucho que decir, aunque sea distinto, en estos ámbitos.

Alfredo Corell's curator insight, August 15, 2014 2:09 PM

Adelanto de una nueva aportación del Prof. Miguel Zapata-Ros

Edumorfosis.it
Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
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EdTech is to learn, not to teach

EdTech is to learn, not to teach | Edumorfosis.it | Scoop.it

For decades EdTech has been used to strengthen the human effort to generate meaningful learning. ET Staff have been hired to install audiovisual resources in classrooms, but not to facilitate learning and improve performance by creating, using and managing appropriate technological processes and resources. It's unfortunate that in 2017 the education system still make the same mistakes of the past with cinematography radio, television, video, CD-ROM and proprietary software. Nowadays, with the emergence of micro-computers, iPads and smart mobile phones connected to digital networks, the education system has invested millions of dollars equipping the classrooms in public schools with network infrastructure. But the biggest mistake that they are making is the incorporation of digital resources to complement the traditional teaching-learning process. Students come to the classroom or laboratory to take notes of the linear narratives of their professors in order to study them for the next exam. Students should use their computers only to access the digital content, search for information or answer their questions. This is an example of how convergent technology is used only for lower cognitive thinking in the classroom.

Edumorfosis's insight:

Los invito a leer mi primer artículo en inglés. 

I invite you to read my first article in English language. I'll be waiting for your comments and inputs on this interesting topic.

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El profesor está más solo que nunca, en su tarea de educar

El profesor está más solo que nunca, en su tarea de educar | Edumorfosis.it | Scoop.it
En el conversatorio “Ser profesor hoy”, el filósofo y educador mencionó tres aspectos preocupantes sobre la tarea docente y dejó claro qu
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Digital Leadership – Onboarding technologies into Organizational Culture

Digital Leadership – Onboarding technologies into Organizational Culture | Edumorfosis.it | Scoop.it

Social media, predictive analytics, information systems/portals, virtual/augmented reality content/hardware, mobile apps, early warning systems, cloud-based services…the list of technologies that intersect with digital leadership is practically endless.

When you’re a digital leader, there’s an inherent vulnerability in making decisions that impact your organization using technologies that may or may not have a long history of effectiveness.

Digital leadership is all about experimentation, creativity, and innovation.

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Will iBeacons revolutionize Manufacturing eLearning?

Will iBeacons revolutionize Manufacturing eLearning? | Edumorfosis.it | Scoop.it
iBeacons are small (about the size of quarter), inexpensive pieces of wireless technology that give location-based information to smart phones and tablets via a low energy Bluetooth signal. Apple released iBeacon technology with iOS7, but the technology is also available on Android devices.

The purpose of a beacon is to enhance the user’s overall experience, connecting the online world with the physical world. Beacons allow you to push location-based information to anyone who has the app. They can detect how far the iBeacon is away from the user and perform a function like open a website, push a location-based reminder or notification, offer up a video, animation or audio file, or even help guide the user to the beacon.

Beacon applications are just starting to emerge in many industries – from retail and education to hospitals and airports. Retail will be a key application. Imagine shopping in a store or mall and receiving special promotions or additional information about a product when you are within its proximity. Or even be able to find a product’s location via mapping technology. I can pretty much guarantee you’ll be seeing this new technology in a store near you soon.

So, how can this powerful new technology be used in training?
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La persona "filtra" sus aprendizajes

La persona "filtra" sus aprendizajes | Edumorfosis.it | Scoop.it

La persona, el ciudadano, considerada en toda su complejidad, se colocará en el centro de contextos y escenarios educativos cada vez más ubicuas, complejo y orgánico. Escenarios donde el papel mediador de la tecnología se ampliará con el tiempo a: fomentar las relaciones con los entornos naturales, filtrar el contenido necesario para apoyar experiencias significativas a nivel global, revelen información necesaria para aprender a manejar “en acción”, la complejidad de estática y dinámica de los contextos de aprendizaje y procesos.

En este escenario surgen muchas preguntas y esperar respuestas y soluciones, entre ellas:

  • A través de qué camino educativo de todos los jóvenes, y sobre todo, se convierten en “responsables” ciudadanos conscientes de las Ciudades del futuro y de los Espacios de APRENDIZAJE-TRABAJO, que se desarrollarán en” el futuro?
  • ¿Cómo vamos a aprender de los libros abiertos que están representados por las ciudades de arte, parques, agro-industrial y tecnología / distritos productivos?
  • ¿Cómo los datos provenientes de las áreas sensorizada y dispositivos personales serán elaborados para apoyar la conciencia y el aprendizaje continuo?
  • ¿Cómo va a ser nuestro comportamiento influenciado por el conocimiento de los mecanismos de co-evolución y los límites de los ecosistemas?
  • ¿La infraestructura educativa será lo suficientemente inteligente como para reajustar, , para satisfacer las necesidades que cada uno pueda desarrollar una larga vida, en diferentes contextos?
  • ¿ciudades inteligentes aprendizaje “ayudar a reforzar la inclusión social y el sentido común de pertenencia?
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Hay una visión de cómo debería cambiar la educación que dista de la práctica

Hay una visión de cómo debería cambiar la educación que dista de la práctica | Edumorfosis.it | Scoop.it

Cristóbal Cobo, investigador chileno en nuevas tecnologías y educación, viaja por el mundo hablando de esto. En sus charlas, muestra ejemplos con videos: salas de clases en que la profesora usa las pizarras interactivas para entregar conocimientos en forma lineal a los alumnos, del mismo modo en que antes usaba las pizarras de tiza.

 

“El cambio no viene solo con las máquinas; hay que entender la tecnología como aceleradora de experiencias de aprendizaje en pedagogías más flexibles”, afirma Cristóbal, quien ha trabajado en proyectos de Europa, Norteamérica y Sudamérica, y ha asesorado a países como México, Ecuador, Perú, Argentina, Chile y, actualmente, Uruguay.

 

El salto que debe dar la educación para ajustarse a las necesidades del nuevo siglo no tiene que ver sólo con proveer de tecnología a las escuelas. Es mucho más que eso. Cristóbal Cobo lo está experimentando ahora en su trabajo como director del centro de estudios de la Fundación Ceibal, en Uruguay, donde se ha vivido todo un proceso desde que en 2007 comenzó el plan de dotar de laptops a todos los escolares del país.

 

“En un primer momento fue despliegue tecnológico; luego, fue plataforma educativa y ahora el tema son las pedagogías”, dice Cristóbal Cobo. La experiencia del proyecto Ceibal ha sido un proceso de maduración. “Ha habido ensayo y error, un aprendizaje”, relata el investigador. Después de la primera fase, ahora están en la etapa de ver cómo se puede cambiar positivamente la enseñanza y el aprendizaje mediante el uso de la tecnología, y cómo se puede lograr esta mejora de modo de abarcar la totalidad del sistema escolar.


Via juandoming
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Virtual Reality and Learning: The newest landscape for Higher Education 

Virtual Reality and Learning: The newest landscape for Higher Education  | Edumorfosis.it | Scoop.it

When you think of higher education, chances are that virtual reality is not something that immediately comes to mind. In recent years, online learning has changed the face of education by becoming a supplement to traditional methods, allowing people to learn at a distance, on their own time and at their own pace. It has become a powerful tool for educators to expand their reach while providing students with a way to get an education without having to step foot into a classroom.

 

Despite these advantages, online education has proven to be a double-edged sword. At some point in their learning, every student needs personal help that interactive workbooks and textbooks alone cannot provide. Relying solely on asynchronous communication with a faceless professor stifles the kind of momentum that a classroom setting promotes.


Via David W. Deeds, Skylly_W
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David W. Deeds's curator insight, July 7, 7:12 PM

Amen! TESTIFY! :;)

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Doug Casey on why College is a waste of money

Doug Casey on why College is a waste of money | Edumorfosis.it | Scoop.it
It’s not necessary to go to college. You’re likely to be corrupted, and indebt yourself like an indentured servant for many years to come. The question is: Do you want an education, or do you just want a piece of paper that says you logged the time in a classroom? These are two different things. Getting an education is strictly a matter of motivation and self-discipline, not paying money to sit in a classroom. If you’ve got half a brain, you realize that you want the knowledge, not the diploma, and there’s no necessary correlation between them. Nobody can “give” you an education; it’s something you must gain for yourself.
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Los estudiantes en línea buscan ser parte de una comunidad

Los estudiantes en línea buscan ser parte de una comunidad | Edumorfosis.it | Scoop.it
El estudio Online College Students 2017: Comprehensive Data on Demands and Preferences, de Learning House, muestra que los estudiantes valoran ser parte de una comunidad y la interacción con instructores y compañeros.

Los investigadores realizaron una encuesta a 1,500 estudiantes de programas universitarios en línea, con el objetivo de encontrar sus preferencias con respecto al aprendizaje en la web. Los resultados son los siguientes:
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[PDF] Educación a distancia y virtual: calidad, disrupción, aprendizajes adaptativo y móvil

[PDF] Educación a distancia y virtual: calidad, disrupción, aprendizajes adaptativo y móvil | Edumorfosis.it | Scoop.it

Frente a las resistencias, la educación a distancia y digital va tomando ventaja sobre los formatos presenciales. Cuando los diseños pedagógicos son acertados, la calidad de los aprendizajes digitales está probada. La eficacia de estos sistemas es, al menos, similar a la de los presenciales. Por otra parte, se plantea en este trabajo el debate sobre las innovaciones y tecnologías disruptivas, proponiendo que el aprendizaje digital (nueva versión de la educación a distancia) está suponiendo una disrupción educativa porque plantea un cambio drástico de soportes y métodos y porque progresivamente va ganando espacio a los formatos convencionales. Y, finalmente, afirmamos que esta tendencia no está agotada, sino que continúa penetrando y ahondando la ruptura con las nuevas tecnologías, como, por ejemplo, las analíticas de aprendizaje, el aprendizaje adaptativo y el aprendizaje móvil.

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Online Learning: What’s your Attention Span?

Online Learning: What’s your Attention Span? | Edumorfosis.it | Scoop.it
It’s an unfortunate fact that even with the strongest willpower in the world, we simply can’t concentrate on one thing for very long. Evidence varies hugely – some estimates state that we can only keep our attention on tough or ‘boring’ tasks for between 10 and 20 minutes, though our attention span has also been argued to be closer to 5 minutes!

In general, our attention spans are decreasing. While we could pay attention to something for an average of 12 minutes back in 1998, by 2008 that number was down to a dismal 5 minutes. That’s a decrease of more than 50%! If this trend continues, we’ll soon find ourselves struggling to engage with even the most basic activities.
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Classroom Design: Not everyone likes learning at Starbucks 

Classroom Design: Not everyone likes learning at Starbucks  | Edumorfosis.it | Scoop.it
Where do you go to work? Do you have a long commute? Is it in the cab of a truck or tractor? Is it in a restaurant? What does it look like? How does it feel? Are you excited to get there?What is the…

Via Ivon Prefontaine, PhD, juandoming
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Ivon Prefontaine, PhD's curator insight, July 18, 12:31 PM
Classrooms still look and feel much like they did when I went to school. I used tables and students spent a lot of time in other spaces i.e. hallway, library, outside, etc.
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5 things Instructors learn from YouTube

5 things Instructors learn from YouTube | Edumorfosis.it | Scoop.it
When it comes to fixing things around the house, I was never much of a do-it-yourselfer. Whether it’s a leaky faucet or a sliding screen door that won’t close quite right, my approach was always to let it go for a few months before seeing what I could do with a role of masking tape. Then along came YouTube. Suddenly, I could search for help with whatever home repair problem I was having… and then wind up with an even bigger mess than I had started with.

The problem was my reliance on videos taken by virtuosos in home improvement. In the middle of a tutorial, they’d tell me out of nowhere to grab my slugger wrench, when all I had was a steak knife that I figured could double as a screwdriver and hammer. Or they’d skip certain steps knowing only the most inexperienced home improvers (a.k.a. me) would be unable to make the leap and continue following along.

It might’ve meant the end for me as a do-it-yourselfer. But in time I developed a hack. Anytime I needed help with something, I added a simple two-word phrase to the end of my search query: “For dummies”. All of the sudden, online tutorials made sense to me. I was actually able to fix things around the house. And the more I fixed, the more experienced I became, and the more knowledge I carried.
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63 things every student should know in a Digital World

63 things every student should know in a Digital World | Edumorfosis.it | Scoop.it

Persistence.

 

How true this turns out to be depends on how macro you want to get. If we want to discuss our needs as humans in broad, sweeping themes, then food, water, shelter, connectivity, safety, and some degree of self-esteem pretty much cover it.

 

But in an increasingly connected and digital world, the things a student needs to know are indeed changing—fundamental human needs sometimes drastically redressed for an alien modern world.

 

Just as salt allowed for the keeping of meats, the advent of antibiotics made deadly viruses and diseases simply  inconvenient, and electricity completely altered when and where we slept and work and played, technology is again changing the kind of “stuff” a student needs to know.


Via Julio Hinojo Lopez
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eLearning design tips from Julie Dirksen- Design for how people learn

eLearning design tips from Julie Dirksen- Design for how people learn | Edumorfosis.it | Scoop.it
So many people come to training via subject matter expertise. They know a lot about their topic, so somebody asks them to teach it to other people. The challenge is remembering what it was like to NOT know something, when you know it so deeply. Often that leads to not starting a basic enough level, or putting in too much information.

Another common mistake is misunderstanding what the basic DNA of learning experiences is. The message we get from our technology (the authoring tools and the learning management systems) is that learning is fundamentally about delivering content. It’s not. If learners want content, they can google the topic and get a million hits of content right now.

The basic DNA of good learning experiences is trying to do something and getting feedback. I think if instructional designers considered themselves first and foremost designers of feedback systems, our training would look very different.
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5 educational paths influenced by Virtual Reality

5 educational paths influenced by Virtual Reality | Edumorfosis.it | Scoop.it
Closing one’s eyes and seeing something that doesn’t exist in one’s current reality is a skill that many people throughout time have had to develop in their learning paths. Now, virtual reality is taking imagination a step further and allowing people to experience augmented situations in a very practical way.

Virtual reality refers to computerised devices, typically in headset form, that conjure realistic visual and auditory experiences for the user, from jumping out of an airplane to witnessing life in a Syrian refugee camp. It takes the power of television and video and brings it to another level, giving a more comprehensive “feel” to an event, environment, or experience.

Although the technology for virtual reality has been around for decades, it wasn’t until recently that it became more accessible and affordable by consumers. With Google’s Cardboard Headset and the Oculus Rift, the technology has become more mainstream for the average person—at least, in developed nations—for now.

Though you might assume virtual reality’s main practical application would be in the context of video games, there’s actually a lot more to it than you may think. Plenty of different spheres of society are putting this technology to use—from the military to the fashion industry to healthcare.

As we are just scraping the surface with regard to the application of virtual reality, one particularly exciting field to explore its utilisation and impact in education.

The following is a list of five such educational pathways or fields that are using virtual reality technologies to give their students more practical application and a deep, embodied understanding of the material they are studying.
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Reporte: La educación superior debe estar alineada al mundo laboral

Reporte: La educación superior debe estar alineada al mundo laboral | Edumorfosis.it | Scoop.it
En el pasado, una educación universitaria era más que suficiente para encontrar un trabajo estable. Hoy en día ese ya no es el caso. Muchos graduados universitarios están encontrando dificultades para encontrar un trabajo que les permita independizarse y crecer profesionalmente.
Edumorfosis's insight:

No solamente al mundo laboral, sino también al Mundo VUCA:  socio-cultural, científico, tecnológico, económico, ambiental, transvergente y global.

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10 ways to create the Classroom of the Future

10 ways to create the Classroom of the Future | Edumorfosis.it | Scoop.it
While educational standards may differ from school to school there is one thing that is always nearly the same: the classroom set out. Desks are arranged in rows or groups, and the teacher stands at the front and teach. This set out has changed very little in a hundred years even with all the technological advancements that have been made. Edtech not only changes the way that children learn but changes the way they interact with one another, the classroom space and their teacher. Things need to change if classrooms are to meet the needs of the modern learner. Below are ten ways to create the classroom of the future.
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El aprendizaje formal: ¿un mal remedio?

El aprendizaje formal: ¿un mal remedio? | Edumorfosis.it | Scoop.it

Las personas hoy están “abocadas” a la educación formal, aunque sea temporalmente, ¿por qué no establecer un flujo y un reflujo de interactividad dentro de las aulas que hagan sentir a todo el mundo importantes per se?:

  • Capacidad mejorada de atraer y de conservar mejor en talento de la clase
  • Conseguir que exista una mayor y mejor velocidad de aprendizaje y agilidad
  • Fomentar y encontrar un nivel de resistencia para lidiar con y crecer a través de la presión y contratiempos
  • Dirimir una fuerza de trabajo más capacitada, que conduzca a mayores niveles de compromiso y motivación para ir “por encima y más allá”
  • Procurar un sentido de propósito y conexión con la organización
  • Encontrar y valorar ofertas de talento interno para ocupar posiciones de liderazgo en el futuro
  • Mejorar con la cooperación de todos los miembros el valor de la diversidad de cada uno en un sentido socializador.
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Learning vs Education

Learning vs Education | Edumorfosis.it | Scoop.it

A lot of people confuse education with learning. They believe that one is intelligent if the person had graduated from one of the most elite colleges(E.g. Harvard,). They also judge a person’s intelligence based on his grades in school. If someone is A+ he is intelligent and for the grades of D and F the person is dumb. Most people want education because they want to get a good job or a high-power paying job.

 

What are really the differences between learning and education or are they the same things?


Via Ines Bieler, Miloš Bajčetić, Mark E. Deschaine, PhD
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shazia.wj's curator insight, July 17, 3:29 AM
Is education and learning same? 
Ivon Prefontaine, PhD's curator insight, July 18, 12:53 PM
Education is a 24/7 proposition that should not be conflated with school. Where they overlap is to educate means to lead children and youth. School is a formal and organized way in which we might learn. Grades are not a great indicator of whether we learn. Even an F suggests we learned something.
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La promesa digital y la “herencia analógica” en la universidad

La promesa digital y la “herencia analógica” en la universidad | Edumorfosis.it | Scoop.it

Hablando de la universidad, quizás desde una mirada más crítica, podríamos decir que esta institución educativa todavía tiene una profunda “herencia analógica” de la cual no ha sido capaz de desprenderse en este contexto digital. Todavía hay una seria fijación por lo que se le llama accountability of science (rendición de cuentas en el campo científico) que se ve en los rankings, en esta idea del publish or perish, donde pareciera que no importa tanto lo que escribes sino dónde lo escribes. 


La innovación pendiente que tenemos es repensar de manera sustantiva los procesos de administración del conocimiento. La gigantesca, y subrayo la palabra gigantesca, demanda de educación superior que hoy existe nos tiene que llevar a reflexionar al respecto. Según World Economical Forum  (2014) hay un incremento en la demanda de un 160% en los últimos 20 años a nivel mundial. Esto no se resuelve solamente con Elearning o con más Moocs. Sin duda que no. Esto llama a pensar en modelos más versátiles, en nuevas fórmulas de construir trayectorias formativas. Y eso es complejo, es difícil, no se resuelve solo con tecnología.

La era de la abundancia de la información ha generado nuevas formas de ignorancia. Y es curiosísimo, porque las universidades como organizaciones siempre han diseñado sus modelos en base a una administración de la escasez. Por ejemplo: limitado número de docentes que imparten una asignatura, limitado número de salas o de sillas – especialmente en las universidades públicas – limitado número de libros en una biblioteca, etc. Pero las definiciones actuales desplazan esa escasez hacia otras dimensiones. Hoy día abundan los buenos profesores en los MOOCs, en YouTube, en iTunes. Las limitaciones del espacio se reajustan, se renegocian a través de eLearning y las restricciones del acceso a libros hoy en día se diluyen en base al open access y a las posibilidades que da el contexto digital.

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Learning to Teach

Learning to Teach | Edumorfosis.it | Scoop.it

School-based professional development approaches provide an opportunity for teachers to focus more on the needs of their students and as a result they lead to better student performance. This kind of professional development helps to create a culture of learning throughout the whole school. Teachers and school leaders who develop their competences on a regular basis demonstrate to students that learning matters and that school is a place where both students and teachers learn. My personal experience of professional development within my school context revolves around the idea of collaboration and the importance of nurturing values and competencies that go beyond the acquisition of facts or transmission of academic knowledge. If as educators we preach and stand up for active citizenship with all that it encompasses , we have to model a professionally active lifestyle at school, one in which we involve ourselves in projects with our learners, one in which we embark on active research, one in which we collaborate with our peers while allowing learners to see that we are working and creating meaning together.


Via Ines Bieler
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17 average attention span statistics and trends

17 average attention span statistics and trends | Edumorfosis.it | Scoop.it
When considering the average attention span of individuals, age is a determining factor of this. From babies to children to adults, the attention span of a child will get longer with age. The following statistics regarding average attention spans are outlined below.
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The principles of learning to design Learning Environments

The principles of learning to design Learning Environments | Edumorfosis.it | Scoop.it

The overview section presents: a) the Learning Principles themselves, b) the Principles recast around teachers and educators. These Principles maintain that learning environments should: make learning and engagement central; ensure it is understood as social; be highly attuned to learners’ emotions; reflect individual differences; be demanding for all while avoiding overload; use broad assessments and feedback; and promote horizontal connectedness. Tool 1.1 gets learning environments to interrogate how well they are organised so as to optimise young people’s learning, using either a relatively rapid scan or more profound review. Tool 1.2 builds on the Learning Principles through a Spiral of Inquiry as developed in British Columbia, Canada. Tool 1.3 puts learners centre stage by getting schools to juxtapose the perceptions of staff with the views of learners themselves. Tool 1.4 recasts the Learning Principles so that they are focused on the educators, leading to the identification of priorities and strategies for action.

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Professional Development in 21st Century Education

Professional Development in 21st Century Education | Edumorfosis.it | Scoop.it
Like many other teachers, when I entered my teaching career almost 13 years ago, I used a computer to type up lesson plans and to create worksheets. I had two computers in my classroom, and my students used them to play math or language games. I sent and received e-mails, and I researched the topics I would soon be planning for my students. At the time, I never dreamed of the countless options that are available to us today.

Today, I am proud to say that I have gone beyond the classroom in my use of computers and the internet. I tweet, blog, and communicate with my students. I conduct research related to trending topics in education, and rely on the professional learning networks I belong to in order to stay apprised with changes in digital pedagogy. I also encourage students to engage in participatory media through sites like Edmodo, and tools offered in Google Apps. I encourage collaboration, and provide students with web based tools to encourage them to do the same.

I have made slow and steady changes over time thanks to the countless professional development opportunities available to educators, guidance from the strong administrative team where I am a teacher, not to mention the explosion of professional discourse available through the social media networks I belong to.
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15 ways to keep your learning going

15 ways to keep your learning going | Edumorfosis.it | Scoop.it
Although “lifelong learning” has become a bit of a buzzword lately, it’s more than just a passing fad. Research shows that learning is beneficial for your well being at any age, and people with more early learning experience are more likely to engage in learning activities later on in life too.

Fortunately, most professionals understand the need to keep building on their skills and knowledge in order to progress in their careers, and one recent survey found that 73% of adults consider themselves lifelong learners while 93% of millennials are willing to spend their own money on further training.

So what are some of the things you can do to keep your learning going even when you’re technically no longer a student? Here are a few ideas.
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