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It’s about the network

It’s about the network | |
“Network thinking lets us scientifically understand the world around us as one of connections that shape observed phenomena, rather than as one where the intrinsic properties of people, genes, or particles determine outcomes. Like previous scientific revolutions, the network revolution also has the promise of reshaping our basic commonsense expectations of the world around us, and may allow us to recognize that we are not a basically individualistic, asocial, and quarrelsome creature that comes in bounded linguistic, ethnic, racial, or religious types, but a social species linked to one another by far-reaching network ties.” – How Networks Are Revolutionizing Scientific (and Maybe Human) Thought – Scientific American
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Hacia la disrupción educativa en la era del Aprendizaje Aumentado...
Curated by Edumorfosis
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[PDF] The digital talent gap: Developing skills for today's digital organizations

The shortage of digital skills in the current marketplace is unprecedented. It is estimated that over 4.4 million IT jobs will be created around Big Data by 2015; however, only a third of these new jobs will be filled. Martha Lane Fox, the UK’s digital inclusion champion, believes over 16 million people in the UK lack the basic digital skills to fully benefit from the Internet. Even Millenials are a matter of concern. In a survey comprising over 800 middle to upper management executives from over 50 industries, nearly one in five Millenials in the modern workplace are perceived to be lacking in analytical skills.
The reasons driving this skills shortage are not hard to identify. The usage of mobile, social and analytical tools is permeating the length and breadth of every function across the organization. Unlike the past, the impact of these digital technologies and tools is felt not just in the IT department. This means that the magnitude of training and re-skilling thatis required is enormous. Moreover, each new technology cycle has brought forth new requirements and these cycles are increasingly getting shorter. Employees must now refresh their skills more frequently if they wish to stay relevant in this rapidly changing digital environment. The head of India R&D Labs of software firm SAP succinctly states: “The shelf life of a software engineer today is no more than that of a cricketer – about 15 years. The 20-year-old guys provide me more value than the 35-year-olds do.
Organizations are beginning to recognize the magnitude of the problem. Our own research with the MIT Center for Digital Business has revealed that 77% of companies considered missing digital skills as the key hurdle to their digital transformation. Digital leaders or ‘Digirati’ a are already investing in digital skills and reaping significant benefits in comparison to other companies (see Figure 1). On average, ‘Digirati’ are
26% more profitable than their industry competitors.
This skills shortage is creating a ‘war for talent’, where companies have to compete for the best talent with new categories of players. Unlike in the past, the hunt for the best talent is no more limited to localized skills in certain departments. In this case, the talent war is manifest across the entire organization. The important questions are: Do organizations include digital skills as a key component in their workforce plans? Are HR departments equipped and skilled to bring innovative solutions to bridge the digital skills gap? How are Digiratis developing digital skills?
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ABP… personalizado, inclusivo y empírico (3ªparte)

ABP…  personalizado, inclusivo y empírico (3ªparte) | |
Afirmar que el Aprendizaje Basado es un método docente en el cual los estudiantes ganan conocimiento y habilidades trabajando para un largo periodo del tiempo para investigar y responder a una contratación y pregunta compleja, problema o desafío, sería lo habitual, pero decir que se trata de una metodología de aprendizaje basada en el aprendiz y que lo lleva a cabo de manera personalizada y autónoma, sería, quizás atrevido, pero en su sustrato interno, la realidad (aunque en seminarios no queda bien decirlo ya que estos lo conforman docentes y aunque ellos se denominen innovadores, no dejan de ser docentes y corporativos) …
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The education institution of the future is here – Leaders must seize it

The education institution of the future is here – Leaders must seize it | |
Amazon’s recent announcement that they will launch a free platform for schools and educators to upload, manage and share educational materials is just one example of the significant evolutions taking place within the higher education space. A growing emphasis on and availability of Open Educational Resources (OERs) necessitates that universities shift the lens through which they view digital technology. In order to leverage these new tools to better drive student engagement and student success, educational leaders need to understand that technology alone is not the “silver bullet.” We must shift the culture and mindset within higher education, embracing current trends to better serve students.
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Reclaiming assessment for Deeper Learning

Reclaiming assessment for Deeper Learning | |

In this era of high-stakes testing that’s used to rank kids and schools, what if we reclaimed the word assessment and put it more authentically in the service of learning?

Going a step further, what if we connected educators who are passionate about deeper learning with a coalition of technical assistance providers and researchers, and surround them with resources and tools so that they can develop new forms of assessment as a learning community of grantees?

Recently, I met with the Assessment for Learning Project, a group of leaders who are catalyzing innovative approaches to assessment that encourage observing, collecting and interpreting evidence of deeper learning. They are inspired by the belief that any form of assessment “worth its salt,” as one teacher put it, “should also be an occasion for learning.”

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Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development

Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development | |

Developmental psychologist Lev Vygotsky defined what the person or a student can do — or the problems they can solve — as three different stages:

  1. What a student can do on their own, working independently or without anyone’s help.
  2. What the student can do with the help of someone.
  3. What it is beyond the student’s reach even if helped by someone else.

He called the second stage the Zone of Proximal Development (ZPD) which had, as said, two limits: the lower limit, which was set by the maximum level of independent performance, and the upper limit, the maximum level of additional responsibility the student can accept with the assistance of an able instructor. But "Vygotsky believed that learning shouldn’t follow development, but rather should lead it. A student should constantly be reaching slightly beyond their capabilities rather than working within them" (Jo Turner-Attwell, 2009).

This reaching beyond one’s capabilities can be pictured as the student entering their Zone of Proximal Development. And this exploration beyond one’s capabilities is not to be made alone, but with an instructor to help in the way. Vygotsky called this instructor the More Knowledgeable Other (MKO), the role of which is to help the student throughout their ZPD by scaffolding the path they have to follow to learn how to solve new problems.

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Use the SAMR Model to spearhead technology in your classroom

Use the SAMR Model to spearhead technology in your classroom | |
This is a question I get often from teachers: Technology is always an extra layer of work in my classroom. How can I blend it into what I already do without taking time I don’t have? When I first addressed this issue fifteen years ago, it was all about replacing traditional classroom tools with one on a computer. For example, book reports were typed on the computer instead of handwritten, or math facts were practiced with a math game instead of flash cards. But that quickly became cumbersome. Teachers didn’t know how to use the digital tools and there was never enough training to untip that balance. At the end of the day, paper-and-pencil was easier, faster, and perfectly understood. Soon, even the most stalwart tech-infused teachers discovered it was just as effective to use traditional tools and pull out the tech stuff for special occasions.
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7 claves para enganchar a tus alumnos en los cursos eLearning

7 claves para enganchar a tus alumnos en los cursos eLearning | |
Se calcula que en el 2025 el 75% de los trabajadores en las empresas habrán nacido entre 1980 y 1995. Son los llamados millenials. Esta generación se caracteriza por buscar soluciones rápidas a los problemas que les surgen y no ser “fieles” a la marcas y empresas. Su objetivo vital es crear un mundo mejor y trabajar en algo que se sientan orgullosos (y si no es el caso se inventarán “su” trabajo). Ante esta situación necesitamos que los cursos eLearning y la formación en la empresa de estas personas sean contenidos atractivos, que provoquen curiosidad y que sean recordados. Necesitamos que los cursos eLearning creen engagement.


Cuando hablamos de engagement nos referimos a compromiso o motivación, a la interacción humana y los sentimientos positivos hacia algo o alguien. En educación podemos hablar de motivación, emoción y mejoras en el proceso de aprendizaje. Este tipo de formación nos permitirá mejorar la productividad de la empresa y además se reducirán los porcentajes de abandonos en los cursos.  En el siguiente artículo vamos a desgranar 7 claves para crear enganchar a tus alumnos en los cursos eLearning.

Via juandoming
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Focusky: Software gratuito para crear presentaciones y vídeos

Focusky: Software gratuito para crear presentaciones y vídeos | |
Focusky es una poderosa herramienta para crear todo tipo de presentaciones profesionales, un proceso realmente sencillo a través de una aplicación de uso intuitivo y que pone a nuestra disposición todo tipo de tutoriales y guías. Después de poco tiempo, si trasteas un rato la aplicación, serás capaz de crear impresionantes presentaciones.

El software es gratuito y está disponible para los sistemas operativos Windows y Mac OS X. Esta versión gratuita no tiene limitaciones aunque existe la posibilidad de suscribir planes de pago para acceder a más plantillas que sólo están accesibles para usuarios Pro.
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[Webinar] The future of mobile engagement

With users concentrating more of their time in fewer apps, companies are looking for new ways to connect with customers on mobile. Messaging platforms and bots have the potential to help bridge the gap between consumers and businesses.

In this webinar, Will McKitterick, Senior Analyst at BI Intelligence, Business Insider’s premium research service, cuts through the hype around bots and messaging to help you anticipate the future of mobile engagement.

Learn more about how BI Intelligence can help your business:

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[PDF] The way we work

[PDF] The way we work | |
Work is so much more complicated today than just the hours put in during any given day. In the average office, knowledge workers – workers whose main capital is knowledge, whose job is to “think for a living” – have to contend with generational gaps, digital transformations, the on-demand economy, the fast evolving nature of work, frustrating technology and the growing realisation that many of their jobs won’t be in existence in the future.
Commentators and business thinkers have a lot to say on the
changing workplace, but we wanted to find out exactly what
knowledge workers themselves think about work and the
workplace. So, we surveyed 9,000 knowledge workers across
the US, UK and Germany to explore three key themes:

  1. Establishing knowledge worker’s true work patterns
  2. Explore knowledge worker’s behaviours in the work environment
  3. Define the attitudes of knowledge workers towards the workplace and to each other
In the quest to create an unparalleled, unbiased and authoritative insight into these areas we worked with an independent research partner, Censuswide. The results of the study are really striking and, in many areas, challenge preconceived ideas about work-life balance, the freelance economy and changing attitudes to teams. The study highlights the discrepancies between the ideal working life and the reality of knowledge workers’ day to day activities, how “the office” is changing and points out exactly how critical communication and collaboration is at both a personal and corporate level. In challenging economic circumstances and the on-going war for talent, this survey should give the global business community much to ponder when considering the future shape of their business, workplace and workforce. What I took from the results of the research personally, is that the time to find New Ways to Work is upon us. As business leaders we need to start shaping our businesses, our office spaces and the communications tools within them to suit the modern knowledge worker – or stand a
real risk of losing our top talent. This research serves to remind me, and us as whole, to be mindful of the power of a new digital age.
Edumorfosis's insight:

Los empleados participantes en este estudio reconocieron que los roles laborales que ejecutan hoy, no serán los mismos que practicarán en el futuro. Este mismo pensar debería suceder en el contexto educativo superior. Los docentes deben comenzar a prepararse para llevar a su práctica docente y administrativa los roles que demandará el mundo globalizado del siglo 21.

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Is the Traditional Classroom dying? Not really!

Is the Traditional Classroom dying? Not really! | |
Looking at the graph of learning hours available by delivery method, that’s a natural question to ask. According to ATD’s 2015 State of the Industry report, the availability of instructor-led, classroom-based delivery fell in five of the six years between 2008 and 2014. It made up almost two-thirds of the learning hours available that year, but only half in 2014.
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50 reasons it's time for smartphones in every classroom

50 reasons it's time for smartphones in every classroom | |
There are many ways to use a smartphone in the classroom, but it continues to be a touchy subject.

Privacy, equity, bandwidth, lesson design, classroom management, theft, bullying, and scores of other legitimate concerns continue to cloud education’s thinking about how to meaningfully integrate technology in the learning process.

To be clear–learning can happen in the absence of technology. Integrated poorly, technology can subdue, distract, stifle, and obscure the kind of personal interactions between learner, content, peer, and performance that lead to learning results.

But increasingly we live in a world where technology is deeply embedded into everything we do. Thinking about it simply in terms of “digital literacy” puts you about 5 years behind the curve. It’s really much more than that–less about being connected, and more about being mobile.

There will be growing pains, and I’m sure educators that have brought in BYOD programs into their school can come up with 50 reasons it won’t work. But most of those 50 are a product of the continued poor fit that exists between schools and communities–the system and the humans it serves.

Soon, the argument won’t be about smartphones, but rather steeper technology–contact lenses that record, and bendable, wearable mobile hardware that offers AI-produced haptic feedback to guide how students research, skim through information, or connect through media (all media will be social).
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Reports and findings that show the Global Skills Gap and requirement

Reports and findings that show the Global Skills Gap and requirement | |
Skill gap is a complex issue. With a lot to say, agree, disagree and argue about; the four reports on global skills gap will help you get a better perspective and understand it in various ways along with researches and findings in each report.
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El aula del futuro: 5 cambios que debemos esperar de la mano de la tecnología

El aula del futuro: 5 cambios que debemos esperar de la mano de la tecnología | |
Vivimos en un mundo cada vez más complejo donde se ha hecho notoria la necesidad de modificar el sistema educativo para que este acompañe a los avances tecnológicos que se producen a diario. A continuación te proponemos conocer 4 cambios que marcarán cómo será el aula del futuro.
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Digital Leadership: A new paradigm shift

Digital Leadership: A new paradigm shift | |
Leadership has transformed over the years. Long gone are the days when school leaders managed employees using a top-down approach. Today, school leaders are expected to not only be collaborative and run the day-to-day functions of the school but also serve as instructional leaders. It is also not enough for leaders to only have a fundamental knowledge of technology; they need to embrace it from an instructional perspective and utilize it as a platform to share ideas and best practices. The questions then become, how does this get accomplished? and what should it ultimately be called?

Educational leadership programs are numerous and teach many important topics. Yes, school law, school finance, organizational theory, and curriculum development will always be important; but it now appears as though digital leadership is a new frontier that is only minimally offered as part of leadership training. We recently had the chance to create our own digital leadership program from the ground up with Kean University Board of Trustee Member, Dr. Lamont Repollet.

To do so, we posed two essential questions: what should be focused on when considering digital leadership? and what should educational leadership programs be promoting? We think that the following key tips and suggestions should be considered moving forward.
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5 powerful Digital Clickers for teachers

5 powerful Digital Clickers for teachers | |
Digital clickers are interactive learning technologies that provide teachers with an effective way to collect meta-data about their teaching and engage students in learning. Clickers are proved to increase students learning outcomes and can be used for a variety of purposes. For instance, teachers can use them to pose questions at different intervals during class instruction to check on students understanding. They can also be used for delivering short quizzes, polls and surveys and gather informal data to inform ones teaching methodology. There are a variety of digital clickers to use in class. The collection below features some of our favourite titles:
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Aprendiendo con PBL (ABP) - 2ª parte

Aprendiendo con PBL (ABP) - 2ª parte | |
La mayor parte de la sociedad de hoy (si lo vemos en cualquier pirámide de población que nos saque promedios) veríamos que la mayor parte son adultos y como tales , incluso muchos educadores, ,nunca fueron expuestos al aprendizaje basado en proyectos durante sus años escolares. Y así, puede ser un poco difícil de entender el concepto y entender sus beneficios. Después de todo, hay una línea de tiempo, el currículo para satisfacer, y ciertos conocimientos y habilidades que los niños deben dominar; hay esas pruebas que vienen en la primavera….
Así mismo, los que se quieren llamar innovadores, no tienen claro si pueden mejorar mejorar, transformar el curriculo y menos aun des de donde, es decir, des de dentro del sistema o desde fuera…

Nos encontramos en una sociedad donde la tecnología está cambiando lo que realmente entendemos como aprendizaje en la escuela, en la universidad. Por desgracia, parece que nuestros legisladores estatales y “gurús” de pruebas no han conseguido la nota todavía. Todavía estamos tratando de encajar nuestra escolarización en los modelos no-tech y no la realidad a base de edad, cuando deberíamos estar preparando para trabajar las habilidades que necesitarán para convertirse en aprendices de por vida y satisfacer las demandas de un lugar de trabajo que está cambiando más rápidamente de lo que podemos ser capaces de ajustar a nuestras necesidades.
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[PDF] What leaders need to know about Remote Workers

[PDF] What leaders need to know about Remote Workers | |
Today’s workplace is a global one, with companies and even teams that stretch across geographical boundaries. Distance is no longer a barrier to collaboration, thanks to technologies that allow forinstantaneous communication across state and country borders.
The idea of supervising and working with employees you rarely meet in person — if at all — is more and more commonplace.
According to Gallup, 37% of of U.S. workers say they have telecommuted, a massive increase from the 9% who said the same back in 1995. Employment site FlexJobs saw a 26% jump in remote work postings between 2013 and 2014. It’s safe to say that, even if your company does not currently employ remote workers at the moment, you’re likely to hire or work with them soon.
If that worries you — or if you already have remote employees and are concerned about them — it might be because of the stereotypes that run rampant about telecommuters being lazy, unreliable, or disconnected from the rest of the company. But the reality is that remote workers have a lot of potential to contribute to their organizations in unique ways.
We surveyed 509 U.S. employees who work remotely at all times to find out about their experiences in the workplace. And to put their responses in context, we compared them with benchmarks calculated from responses from over 200,000 employees across all work arrangements.
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Higher Ed offers new opportunities for digital learners

Higher Ed offers new opportunities for digital learners | |
Higher education today faces considerable pressures. The cost of attending college is increasing at a rate that outpaces inflation, and many students are saddled with burdensome student loans.

All in all, higher education is becoming more like a business as students, parents, and alumni have a much more transactional relationship with institutions. Career centers are expected to serve as job placement firms as donors want to see returns on their investment in their alma mater.
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[PDF] Millennial Carreers: 2020 vision

[PDF] Millennial Carreers: 2020 vision | |

By 2020 Millennials will make up over a third of the global workforce. That’s one reason so many reports about them exist. Some say they are disloyal, self-absorbed and lazy, while others claim they’re a generation of digital entrepreneurs and innovators. Some aim to dispel the myths others have created. Just type “Millennials are...” into a Google search  to see the stereotypes.

This is not just another Millennial report. This report presents new findings with fresh insights  from the perspective of both employers and employees. As world of work experts, we have nearly 30,000 employees advising 400,000 clients on hiring decisions and talent development every year. We find work for 3.4 million people—about half of whom are Millennials.

We carried out quantitative research across 25 countries surveying 19,000 Millennials, including 8,000 ManpowerGroup associate employees and more than 1,500 of our own hiring managers. We asked what they look for in a job, what development opportunities they seek and what would make them stay with an employer. We wanted to understand how different they are or aren’t from the rest of the workforce and from generations before them. We wanted to ensure that the sample represented all working Millennials; not just the top percent of tech-savvy earners, but also the graduates and non-graduates across all industries, income and education levels.

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4 tips to use the Minimalist Theory in eLearning

4 tips to use the Minimalist Theory in eLearning | |
The Minimalist Theory is attributed to J.M. Carroll, and is based on constructivism. Carroll stated that "Adult learners are not blank slates; they don't have funnels in their heads; they have little patience for being treated as 'don't knows'." [1]. Adult learners already have a wealth of experience and prior knowledge tucked away in their memory, which should be regarded as invaluable assets. It is our job, as eLearning professionals, to use instructional activities and materials that support online learners and give them control over their personal learning path. In other words, we must minimize the usage of eLearning resources that stand in the way of their progress.
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Five tips to increase Webinar Interactivity

Five tips to increase Webinar Interactivity | |
How can I make my webinars, which are usually 30 to 60 minutes long, more interactive?” I asked myself after being a talking head in my last webinar. Facilitating webinars at TCEA on a regular basis, I definitely want to know better approaches for engaging the audience, enabling them to move from being just listeners to active participants. With that imperative motivating me, I stopped for a moment and asked some colleagues, “How do you make your webinars more interactive?
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[PDF] Labor Market Outlook 2016

[PDF] Labor Market Outlook 2016 | |
According to the 2015 ManpowerGroup Talent Shortage Survey, 38% of employers report difficulty filling jobs globally. In some markets, workers may be plentiful but due to a weak economy, they may not be utilized to their full potential. And with resources tight, employers may not be able to invest in their workers to develop them and increase productivity. In addition, in locations with high unemployment rates, employers are likely sifting through large numbers of applications searching for a quality hire. The difficulties that these employers face can be grouped into two kinds of mismatch: one based on a lack of job seeker interest and the other on a lack of skills.
Edumorfosis's insight:

Tal y como lo hemos estado planteando en diferentes foros, existe una marcada brecha entre los empleadores y los profesionales en búsqueda de empleo. Gran parte de los empleos del milenio requieren destrezas, habilidades y telentos relacionados con la creatividad y el uso tecnológico. Se espera que para el 2020 esa brecha se extienda mucho más.  Por primera vez en mucho tiempo experimentaremos ofertas de empleo a niveles exponenciales y muy pocos profesionales capacidatos para ocupar dichas vacantes.

Esto debe preocupar a los sistemas educativos, que se dedican a preparar profesionales para una era que ya pasó. Los viejos modelos mentales del sistema ya no pueden solucionar los problemas reales del siglo 21. Las formas en que operan muchas universidades ya no complen con el conjunto de habildiades y destrezas que el Mercado Laboral y la Economía Creativa demandan.

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The lonely eLearning Designer

The lonely eLearning Designer | |
From time to time, all instructional designers have considered their job to be an “austere and lonely office,” to borrow the words of poet Robert Hayden. Even if we are lucky enough to be part of an instructional design and development team, when the brainstorming and collaboration are done, it is each of us alone facing the fear of the blank screen and trying to do our best for our learners.

What keeps us going? How do we keep ourselves motivated?
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