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The principles of Adult Learning Theory 

The principles of Adult Learning Theory  | |
It has long been understood that adults learn differently from children, and from students of traditional university age. With the recent shift toward continuous education and adult learning, especially in the professional sphere, it has become necessary to quantify these differences more closely.

Instructional design’ is a science-based field that synthesizes pedagogical realities and the neurological facts of learning. Although it can be applied to any learning community, the field has attained widespread recognition due to its role in adult-focused pedagogy.

It builds on and implements existing theories of adult learning in modern, effective ways.

Via Carlos Fosca, Dennis Swender, Ines Bieler
Carlos Fosca's curator insight, April 17, 9:15 AM

Es bien sabido que los adultos aprendemos de manera diferente que los niños y que incluso los estudiantes universitarios tradicionales. Sin embargo, también es sabido que poco o nada se hace en la mayoría de programas de educación continua para cambiar la estrategia pedagógica del aula universitaria y por ello, una clase para adultos se diferencia poco de una clase tradicional que se ofrece a jóvenes estudiantes de pregrado o incluso de posgrado. La única diferencia radica en que los estudiantes adultos, en este caso, son los que obligan a cambiar la estrategia, cuando introducen preguntas prácticas en clase. El profesor debería planificar su curso y sus clases de una manera diferente, mucho más enfocado a la solución de problemas y a un aprendizaje muy contextualizado, promoviendo el debate y el aprendizaje entre pares. El resto lo ponen los estudiantes que pueden contribuir al aprendizaje de sus compañeros tanto o más que el profesor mismo.

Ivon Prefontaine, PhD's curator insight, April 20, 2:48 PM
"As a general rule, adults need to be involved in planning their instruction and evaluating their results. They should be provided with an environment in which mistakes are safe, expected and a basis for continued learning, in keeping with a problem-centered approach to new ideas."

Those creating and implementing educational policy might want to read this article. Teachers can play a vital role in their own learning.
Margarita Saucedo's curator insight, April 21, 10:51 AM
Andragogía: toma este ámbito de conocimiento
Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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The changing ends and paradigm for Education in the World

The changing ends and paradigm for Education in the World | |
EVEN THE MOST TRADITIONAL among us understand that the world is changing rapidly. Today, our most important educational question is “How do we adapt our children’s education to these exponential and ongoing changes?”

Many already realize that the education we give our young people no longer prepares them to thrive in the future. But although reformers are adding “21st century skills,” new technologies, social/emotional skills and more, the core of our “education” remains the same: teaching traditional mathematics, language, science and social studies, and the various thinking skills around them. With the changing capabilities of our children, it is urgent that we re-imagine this “thinking-only” “academic” education for the future.
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A blueprint for supporting Modern Professional Learning: (part 1 rationale)

A blueprint for supporting Modern Professional Learning: (part 1 rationale) | |

The traditional training/knowledge transfer model has changed very little in the last 100 years. Here are 5 key features.

At the heart of this model lies the Training (or L&D department) ..

  • who is largely responsible for all training – hence most managers pass off their requests for training to L&D, and many still believe that workplace learning is not a part of their job.
  • whose focus is on developing capabilities (usually knowledge and/or skills) of a group of people to meet organizational needs or to achieve a known measurable standard or qualification.
  • who believes it knows best what is to be learned for each employee to do their job – as well as the best way to learn it.
  • who designs and delivers a standardised – one size fit all – “learning solution” in the form of some classroom training, or e-learning, or maybe a bit of both (blended learning) – to ensure everyone has the same experience
  • who offers very little flexibility to prevent a learner to diverge from this approach.
  • who manages all training centrally – more recently in a LMS – and tracks learning activity e.g. participation and completion metrics.
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Bob Lenz: El mundo ha cambiado, pero los colegios no

Bob Lenz: El mundo ha cambiado, pero los colegios no | |
El sistema de aprendizaje basado en la resolución de proyectos, tiene como inspiración la teoría de Howard Gardner, y desde la teoría de las “inteligencias múltiples”, se estimula la participación activa en el aula de los estudiantes.

Afirman sus seguidores, que mejora extraordinariamente la capacidad para encontrar soluciones creativas a problemas cotidianos, porque ellos planean, implementan y evalúan proyectos desde su realidad cotidiana, y como toda estrategia de aprendizaje, comprende todas las etapas y procesos que utilizan los estudiantes para hacer más sencilla la recuperación, almacenamiento, uso y obtención de información para aprender un nuevo conocimiento (cf Wikipedia).
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The near future of Learning Automation: The Smart LMS

The near future of Learning Automation: The Smart LMS | |
With learning automation, the LMS is programmed to “learn” the skills that each individual employee needs to meet business goals. Algorithms tell the LMS computer code how to determine which skills are required, based on business objectives. The LMS then produces a customized learning plan for each employee based on gaps indicated by skill assessment results. No more writing assessments; you simply upload your existing content and the system writes the questions. As business goals change, the LMS, guided by the underlying algorithms, adjusts immediately and changes learning plans as needed to fill the newly identified skill gaps.

This new type of LMS has only become possible with the advent of machine learning. The algorithm provides detailed instructions that enables the LMS to discover the needs of the business and each individual in your organization. No matter how much things change, the system will continue to adjust learning plans automatically, responding to updating company objectives. Instead of trying to plan for every possibility, the “machine”—in this case, the LMS—“learns” what is needed by analyzing the data according to the instructions contained in the algorithm.
Edumorfosis's insight:

La Instrucción Programada será sustituida por los nuevos Algoritmos de Aprendizaje de las Máquinas de Aprendizaje. Los LMS convencionales serán sustituidos por LMS Inteligentes con la finalidad de alcanzar el aprendizaje personalizado. Los educadores tendrán que aprender a manejar los nuevos LMS Inteligentes para trabajar con las necesidades particulares de cada uno de los participantes...

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The one crucial skill our education system is missing

The one crucial skill our education system is missing | |
In many ways the problem is a historical one. Our education system is still rooted in the values of the industrial era. The so-called 3 Rs - reading, writing and arithmetic - which prepared students for factory and clerical tasks, concentrated on so-called “hard” skills at the expense of creativity, imagination or emotional intelligence. While education systems do foster empathy through subjects like foreign languages, literature and the arts, these are not always seen as crucial.

In the words of Teresa Cremin, a professor of education at the UK's Open University, by failing to develop resilience, imagination (linked to empathy), creativity and resourcefulness, the British National Curriculum is “educating for the past, not the rapidly changing and unknown future”. Other countries face a similar disconnect.

The skills associated with empathy need to become core values in our homes, our schools and the workplace. They need to be embedded at all levels of society. This is not a box-ticking exercise. These are not soft skills, they are the skills of the future, because while technology is crucial, it will be far more powerful when in the hands of the emotionally literate geek. And to provide a future generation with high levels of emotional literacy we need to institutionalise empathy - to systematise it, making it a part of the foundations of our learning both at work and as school.
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Help me change the Education System

Help me change the Education System | |
My name’s Will Stanton and I’ve dedicated my life to changing the education system. I have created a new education model, called the Six Dimension Model, which aims to empower children in every way imaginable and to help them become who they are. The six dimensions are Self-Discovery, Inquiry, Sustainability, Innovation, Communication, and Empathy. All six pillars are treated equally within this model and serve to provide a more holistic system than the current pyramidal structure of education.
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eLearning: The students as silent stakeholders (part I)

eLearning: The students as silent stakeholders (part I) | |
It is interesting that, in the developing story of eLearning, we have been hearing from the trainers, Instructional Designers, Subject Matter Experts, and those trying to satisfy the growth of eLearning by marketing products that they feel could be the next big thing in the eLearning market. We have also been hearing from instructors, technology specialists, and their fans.
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The future of Microlearning

The future of Microlearning | |

Microlearning is understood as a concept to deliver learning content to users in small bursts of information which allows them to exercise control over what and when they are learning. The surge in microlearning’s popularity in recent years is attributable to newer technologies that enhance the online learning process, courses that cater to shorter attention spans among newer generations and other generational trends that have prominently altered the manner of consuming knowledge online.

Via juandoming
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Building Communities of Practice to support EdTech

Building Communities of Practice to support EdTech | |
The roots of Boston University's burgeoning communities of practice effort were small, practical, and all too common in higher education. It all started with a big IT job with a broad scope and a small budget. BU's Educational Media and team was based in the Information Services and Technology (IS&T) Department, but its reach far exceeded those boundaries. That reach got bigger when I was charged with outfitting hundreds of classrooms with audio-visual (AV) technology in 2005, and realized I needed to create a community to ensure the project's success.

That experience led me to launch what has become a key and ongoing educational technology goal: to continue building community and creating networking opportunities for BU's widely dispersed faculty and staff members who engage with educational technology. This effort not only gives those people an opportunity to discuss and collaborate on issues with like-minded colleagues, it also bolsters the professional and personal growth of Educational Technology and Media staffers and builds support for BU's broader educational technology agenda.
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[eBook] La escuela de las pantallas

[eBook] La escuela de las pantallas | |
Este libro propone diversos ensayos y experiencias prácticas para entender los cambios que atraviesa la escuela en la actualizad y los desafíos para una transformación digital genuina en la enseñanza, en el aprendizaje, en los saberes escolares y en su organización institucional. Las voces de los autores que en él participan son heterogéneas, tanto por sus recorridos y trayectorias, ya que provienen de distintos campos profesionales, como por los contenidos que transmiten, y en eso reside la riqueza de esta obra. Es, por tanto, una invitación a seguir profundizando en un tema que forma parte sustantiva de los escenarios culturales contemporáneos como son las relaciones entre tecnologías y escuela.
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[eBook] The ultimate guide to successful eLearning implementation at the workplace

[eBook] The ultimate guide to successful eLearning implementation at the workplace | |

What does it take to implement eLearning successfully in a workplace? While there are plenty of ingredients that go into this, it needs to start with the one most important element defining the eLearning strategy.


This eBook is an attempt to deconstruct the elements needed to make an eLearning implementation initiative successful. We start from the seemingly basic but invaluable question: ‘What is your goal?’ We then go on to explain how this goal, in conjunction with subsequent decisions, can guide you in creating an effective strategy, and then design, implement, and roll out programs for lasting success. We take an in-depth look at evaluation, describing in detail when it should be thought about, planned for, and implemented.

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[eBook] Gigantes de la Educación

[eBook] Gigantes de la Educación | |

Los gigantes de la educación propone un recorrido por las iniciativas educativas de éxito en: Afganistán, Brasil, Corea del Sur, Cuba, EEUU, Estonia, Etiopía, Hong Kong, Singapur, Venezuela. En el libro podremos encontrar las historias de personas como Farida Hamidi, una maestra afgana que, tras el período talibán y pese a las amenazas de muerte, instauró la primera escuela para niñas de su región; Antonio, “Gibi”, un entrenador que combate con boxeo el absentismo escolar en una favela de Río de Janeiro; Roland Legiardi-Laura, un cineasta neoyorquino que estimula a los adolescentes del Bronx con poesía pedagógica; Birgy Lorenz, una profesora estonia de robótica; Israel Dejene, “Izzy”, un cantante de reggae etíope que transformó un barrio de Addis Abeba con un monopatín, y los antiguos estudiantes del colegio para niños negros de Farmville, Virginia, hoy septuagenarios, que derribaron la doctrina ‘separados pero iguales’ que permitía la segregación racial en las escuelas de Estados Unidos.

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Popular tools for Teacher Collaboration

Popular tools for Teacher Collaboration | |
Imagine if these teachers collaborate with the different ideas and methodologies they use, the level of innovation that will come out. The twist in usual activities and lessons and collaboration among teachers can help them develop better lessons and utilize content from each other as well.

Teacher collaboration is important for many reasons. To name a few; it leads to the decreased chances of teacher isolation, build relationships, better content and more. Enlisted are some of the most popular tools teachers can use to collaborate.
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A blueprint for supporting Modern Professional Learning: (part 2 overview)

A blueprint for supporting Modern Professional Learning: (part 2 overview) | |

At the heart of this model is a self-reliant, modern employee who addresses their own learning and performance problems, organizes and manages their own professional goals, continuously learns and keeps up to date, builds their own (personally-selected) learning toolkit and maintains their own digital portfolio.

The manager’s role is to enable and support his/her people (individually and collectively) as well as manage performance improvements, whilst L&D’s role becomes one of supporting employees, managers and their teams by guiding and supporting them in new ways.

In this article I am going to take a look BRIEFLY at 6 ways L&D can support employees and 6 ways L&D can support managers.

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 It's a Project-Based World (Bob Lenz)

BIE Executive Director Bob Lenz talks about how "It's a Project-Based World" during his Deep Dive at PBL World 2016.
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On campus, video applications of all sizes make learning more immersive

On campus, video applications of all sizes make learning more immersive | |
As decision-makers look for new ways to take advantage of the data-rich environment of higher education, some of them have zeroed in on an application both powerful and practical: using information to solve problems.

“The idea is that Big Data and technology should lead to better decision-making,” says Benjamin Freakley, executive director of the Decision Theater Network at Arizona State University.

The Decision Theater (DT) is an immersive visual environment with powerful computing capabilities that let researchers, policy makers and students see problems — and potential solutions — in new ways. Users leverage this innovative space to bring advanced data visualization and sophisticated analytics to bear on policy decisions.

“We have the tools to visualize complex problems and build models of all the permutations of solutions scenarios,” says Freakley. “The visually stimulating environment increases collaboration. People see what the data indicates and are more willing to move off of anchored positions.”
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Competencies vs Skills

Competencies vs Skills | |
The 21st Century skills discussion and debate has waged on even prior to the onset of this century. The ensuing conversations have provided an opportunity for schools, districts, and organizations to critically evaluate what students need to know and be able to do in order to succeed in the new world of work. As we have moved further into this century the number 21 has less of a meaning, but the skills are still important. Thus, many educators, including myself, now refer to these as essential skills. Over time they have evolved beyond just communication, collaboration, creativity, and global awareness to include entrepreneurship and emerging technological proficiency.

The other day I was speaking with Rose Else-Mitchell, a wickedly smart educational leader, who pushed my thinking on the whole skills conversation. As I was reviewing a talking point for a webinar that I was to facilitate later in the day, I brought up this image and discussed the skills that students needed to be critical thinkers in the 21st Century and beyond. After looking at what I had on the slide and listening to my analysis, she commented that I was (or should be) referencing and explaining competencies, not just skills, which students will need. This really got me thinking.

As I reflected on her feedback I began to dive deeper into what the difference is between competencies and skills as well as their implications on learning. Below is an image that until my conversation with Rose I would have just viewed as another catchy way to visualize digital skills that students (and adults) need. However, I am now more focused on how we can begin to address these as competencies to really prepare students for success in a disruptive world.
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Here's how an eLearning Portfolio builds your skills

Here's how an eLearning Portfolio builds your skills | |
Having a portfolio is really important, especially in today’s world of digital technology. It’s a great way to document your skills, experience, and qualifications.

Recently, I gave a presentation on why you should maintain a work portfolio, here’s part of the presentation where we’ll focus on your personal development.
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eLearning: Motivation to learn (part II)

eLearning: Motivation to learn (part II) | |
It would be very easy to see the condition of our own world today in this quote; but if we did, we would miss that what the quote was leading into was a revolution that would involve great self-sacrifice on the part of the people of France. However, not all revolutions need result in a "winter of despair" but can lead us to a far better place than we have ever been before.

The fateful words of Charles Dickens might very well describe the condition of eLearning in the highly connected digital world we live in. We can see the contrasts of the "age of wisdom" and the "age of foolishness" when we compare those in education and business at every level refusing to encourage the growth of adaptive, agile, collaborative learning cultures and willing to settle for the status quo in learning that hasn't changed in decades. This is representative of an age of foolishness in which the sacrifices are made by learners who desire and need to learn, but see no motivation in learning that stems from curiosity and a very human love of learning.
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[Webinar] Aprendizajes Disrruptivos: Por qué y para qué

Webinar Internacional de la Universidad Yacambú sobre "APRENDIZAJES DISRUPTIVOS: ¿POR QUÉ Y PARA QUÉ?" a cargo de la Profa. Gisela Martínez Hernández (Cuba).
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What is Online Learning? Seeking definition

What is Online Learning? Seeking definition | |

One of our greatest challenges has been ensuring that every institution uses the same understanding of what a distance education course or program means, what constitutes a fully online course, and especially what terms such as blended or hybrid learning mean.


It was clear from feedback from the piloting of the questionnaire in 14 colleges and universities that there is no general agreement about these terms, so we have had to make somewhat arbitrary definitions to guide the institutions. I thought it might be interesting to share these with you and get your reactions, although it is now too late to change the definitions for the survey this year.

Via Ana Cristina Pratas
Ivon Prefontaine, PhD's curator insight, April 28, 10:18 AM
My take away is, like face-to-face teaching and learning, on-line is hard to pin down to one thing.!

Tres características de un proyecto educativo innovador

Tres características de un proyecto educativo innovador | |
La tecnología es la herramienta para hacer posible la innovación, es el espacio para crear y dar saltos con las ideas y proyectos que traerán beneficios. Innovar es ir siempre más allá, bajo distintos estándares, conceptos, premisas y expectativas. De la mano con innovar, la duda es siempre constante, ¿cómo lograrlo en la educación?

La respuesta a esta interrogante es amplia, infinita y en constante expansión. Podemos pasar horas dilucidando entre herramientas de comunicación, sistemas de gestión escolar, juguetes, plataformas, nuevas tecnologías, herramientas, tendencias, instrumentos y más. Encontramos algo en común que tiene todo proyecto innovador en la educación, ese factor común que causa el ¡EUREKA!
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Ya están aquí: ¿Cómo entraron en la educación Google, Apple, Amazon, Facebook y Microsoft?

Ya están aquí: ¿Cómo entraron en la educación Google, Apple, Amazon, Facebook y Microsoft? | |
Si fueron capaces de revolucionar la vida social, el mercado y la tecnología, ¿qué pasará cuando Google, Apple, Microsoft, Facebook y Amazon entren en el mundo educativo? Esta pregunta comienza a tener respuestas. Google, Microsoft y Apple ya habían impulsado varios desarrollos educativos. En estas semanas se sumaron los otros dos gigantes: Facebook y Amazon. ¿Qué entrada eligieron? ¿Por qué? ¿Cuál es su lógica? ¿Tienen la bola de cristal y/o el caudal de clientes suficiente para cambiar el “negocio” educativo?
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[Infographic] 5 big applications of Screencasting

[Infographic] 5 big applications of Screencasting | |
Screencasting is the act of recording the computer screen for sharing idea and spreading knowledge. In a screencast, the presenter records all the actions taken place along with their effects to show others how to complete a designed task or how to work with a particular software. The truth is that with a hundred of eLearning authoring tools these days, the utility and importance of screencasting are on the rise. Here are some of the most outstanding applications.
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