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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
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[Infographic] How to start creating eLearning

[Infographic] How to start creating eLearning | Edumorfosis.it | Scoop.it
An important skill to master when you are starting out with creating your own eLearning is taking raw material and turning it into an effective eLearning course. If you don’t get it right, no amount of great design will get your learners engaged. The How to Start Creating eLearning Infographic provides 7 tips to get you started.
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Las mejores apps para grabar y editar vídeo

El contenido multimedia puede ser un recurso ideal para trabajar diferentes aspectos curriculares de cualquier asignatura. Os mostramos algunas aplicaciones con las que grabar vídeo desde vuestros smartphones y tabletas, y luego editarlos.
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3 powerful alternatives to Evernote

3 powerful alternatives to Evernote | Edumorfosis.it | Scoop.it
This post is a response to a couple of questions we received from some teachers asking about alternative apps to Evernote. While we do recognize the huge educational potential of Evernote for teachers and students, there are also some other amazing apps out there that can do most of what Evernote does and probably in more enhanced ways. Below are examples of three apps we would recommend the most for those of you thinking of alternating Evernote. Have a look and let us know what you think of them.
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[TED] Construir una nueva escuela (Sugata Mitra)

haciaotroparadigmaeducativo.blogspot.com http://haciaotroparadigmaeducativo.blogspot.com/p/recursos-educativos.html www.facebook.com/heneducacion
Edumorfosis's insight:

Interesante charla de Sugata Mitra sobre el Sistema Educativo, y por qué es importante construir una nueva escuela.

Necesitamos construir una escuela nueva:

  1. Las asignaturas que se enseñan ya no son relevantes para la sociedad del siglo 21. 
  2. Las metodologías instruccionales utilizada por los educadores NO están articuladas a las formas de aprendizaje de los estudiantes de esta era.
  3. El aprendizaje y trabajo del siglo 21 están deslocalizados.
  4. Estamos formando profesionales para insertarlos en un sistema completamente disfuncional.
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5 secrets for a great Flipped Classroom

5 secrets for a great Flipped Classroom | Edumorfosis.it | Scoop.it
There’s something exciting about the concept of the flipped classroom, especially when you consider how effective it can be. Doing hands-on work while at school and delivering video lessons at home may feel a little uncomfortable at first, but it is a proven method of improving learning outcomes.

In the age of rampant mobile media consumption and rising YouTube personalities, classroom flipping gives teachers a way to interact with students on their own level, and in a format they are both familiar with and deeply interested in.

This is the precise reason why so many teachers are attempting their own version of a flipped classroom. Of course, if you are new to this, the nuts and bolts of the flipping process may be unfamiliar. The following five tips can help you flip your classroom in a way that is effective and fun.
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¿Flipped Classroom o clase Reinversa?

¿Flipped Classroom o clase Reinversa? | Edumorfosis.it | Scoop.it

Es una metodología que se caracteriza en que el profesor encarga a sus alumnos que estudien la lección en clase (durante un tiempo adecuado, y opcionalmente por parejas que pueden ayudarse) consultando las fuentes de información que les indica (vídeos hechos por él mismo u otros seleccionados de Internet, otros textos o documentos multimedia...) y se aprovecha el tiempo restante de clase para aclarar las dudas y para realizar ejercicios y otras actividades en grupo.

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[Infographic] 20 facts about the impact of eLearning

[Infographic] 20 facts about the impact of eLearning | Edumorfosis.it | Scoop.it
Online learning has become one of the fastest-growing industries in education technology, and it’s not slowing down anytime soon.

The availability of mobile devices on campuses has drastically changed the playing field for e-learning. By 2020, the global mobile-learning market is on track to reach $37.8 billion, according to a new infographic from TalentLMS, a learning management system. By 2019, half of all college students will be enrolled in online courses.

"This means that the development costs of eLearning courses will diminish with time, boiling down to only the cost of the student. With the cheaper rates at which mobile broadband data is available, 74 percent of eLearners will be mobile learners," according to a March 2 blog post from TalentLMS.

Online learning is also changing the culture of learning itself.

An introductory course in computer science at Harvard College, Computer Science 50, broke course registration records in the fall when 819 undergraduates signed up for the class. In the previous year, the same course had 153 students enrolled. Part of the success behind that course's enrollment is the online aspect. CS50 was exempted from a newly instated Harvard regulation that prohibits students from enrolling in classes that have overlapping times, according to The Harvard Crimson.

This means that students can review lessons from the course through videos instead of attending class in person.
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Tension between Workforce Development, Self-Directed Learning & the Liberal Arts

Tension between Workforce Development, Self-Directed Learning & the Liberal Arts | Edumorfosis.it | Scoop.it
Some of you who frequent my blog have noticed the inconsistencies in what I write. I openly acknowledge them. Much of my writing is about exploring the possibilities and refining my thinking about life and learning in the digital age. That means exploring the affordances and limitations of various emerging practices, ideas and innovations. Sometimes I focus on the affordances. Other times I look at the limitations. On occasion, I manage to get both in a single article. Regardless, this means that I will gladly celebrate possible benefits of a movement or approach at one point, while expressing my concerns and potential negative implications at another time. That is the long introduction to this post about the internal battle I often have between many aspects of workforce development and the underlying philosophy for much of my writing about self-directed learning and human agency. They don’t always fit well together, although I do see some potential and promising synergies.
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A framework for creating play-like systems

A framework for creating play-like systems | Edumorfosis.it | Scoop.it

All of this research into play and talking about play has been for a reason. I wanted to try and open up the idea of making more play-like experiences rather than more game-like experiences. I was trying to introduce some of the basics that separate games and play. For this there are three important differences between play and games that we need to keep in mind.

  • Games have prelusory goals – ie, goals that you must achieve that have been set by the system.
  • Games have rules that define how you have to achieve the prelusory goals (Lusory Means).
  • They also have rules that create challenges to achieve the goals. Rather than going from A to B in a straight line, you have to overcome obstacles and solve puzzles going A to Z to E to B and back again! (Constitutive Rules)
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10 smart tools for digital exit slips

10 smart tools for digital exit slips | Edumorfosis.it | Scoop.it
Do they get it?

After an instructional lesson is over, educators are left with a classroom full of students looking at them.

Did my students get the lesson?

Are there any ideas, concepts or skills they are still unsure of?

Do my students have any misconceptions about the lesson and its content?

Do I have to review anything tomorrow?

These are just a few of the questions reflective educators are left to contemplate after the bell has rung. In truth, many of these reflective questions educators are left asking themselves can be addressed if they use an exit ticket. Exit tickets are a simple, quick and oftentimes insightful formative assessment method employed close to the end of a lesson. It is a simple task that requires learners to answer a few questions or perform certain tasks explored during the learning process.

The format of an exit ticket varies. Educators can use a variety of question/activity types. There are multiple choice, true or false, short written response, matching, cloze (fill in the blank) and survey or polls to name but a few. In terms of classroom implementation, exit tickets should be short, concise and engage learners in a review of the skills, concepts and experiences explored during the lesson. They are also ideal for continuing the learning into the next class – many educators begin with the exit tickets from the previous lesson to activate students’ previous knowledge.

In the age of digital learning, exit tickets are no longer confined to small slips of paper collected by educators as students leave their classrooms (although this method is still fine). There are numerous digital tools at the disposal of educators to collect this valuable performance data from their students.
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[Slideshare] ABP y Flipped Classroom con APPs móviles

Profesora de Geografía e Historia y miembro del Equipo Directivo (Secretaria) del IES Nuevo Estación de Cártama (Málaga)
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Orientacion IES HRL's curator insight, March 23, 2015 7:33 AM

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Josue Palacios's curator insight, March 23, 2015 7:47 AM

Rescooped by @Orientacion IES HRL from Edumorfosis.it 
onto PLE del HRL

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7 digital resource must-haves for BYOD

7 digital resource must-haves for BYOD | Edumorfosis.it | Scoop.it
Are you allowing students to bring their own devices to learn where you work? If so, you'll want to become familiar with these seven digital resources. Each resource is followed by a link to more information and advice for use in the classroom. What’s great about all of these tools is they can be used in environments even if students have a regular phone without browser or app capabilities.
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Embracing Perpetual Beta

Embracing Perpetual Beta | Edumorfosis.it | Scoop.it
1) What are practical steps to create post-hierarchical organisations, particularly in regard to how to distribute power?

We finally have the technology, so that even business no longer needs to be run as a tyranny. Jonathan Gifford examines how Ricardo Semler changed his company, and describes 10 ways that democracy can be promoted in an organization, beginning with small, symbolic changes that make a big difference.

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5 steps of a highly effective Instructional Design process

5 steps of a highly effective Instructional Design process | Edumorfosis.it | Scoop.it
Every organization has its own instructional design process that it uses for its eLearning course. However, it helps if your organization has a set of steps that define its instructional design process. A good instructional design process helps “smoothen” the overall development of the course.

Let’s take a look at a few steps in an effective instructional design process.
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5 ways to kill an eLearning course

5 ways to kill an eLearning course | Edumorfosis.it | Scoop.it
We at eLearning Brothers do our best to teach you the best way of doing things. But today we’re going to switch things up and tell you the worst ways to develop eLearning courses. Here are five ways you can kill an eLearning course.
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Building the Intelligent Enterprise

Building the Intelligent Enterprise | Edumorfosis.it | Scoop.it
Managers need to be given non-traditional roles in order to become key units of intelligence in the organization. They will then have the mission to come back to pollinate intelligence throughout the organization.

However, managerial innovation is primarily reflective and collaborative. This is a real challenge in terms of societal evolution!

Making business intelligent is providing our organizations the opportunity to become more humanistic, which would in my view be a real proof of intelligence. – Marine Auger [originale en français à la fin]

These are the concluding paragraphs of Marine Auger’s book, Et si vous rendiez votre entreprise intelligente? which I have loosely translated. It is accompanied by an image showing the three components of an intelligent enterprise: organizational; managerial; and cultural. These are supported by the foundation of intelligent communication.
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Digital Credibility: 13 lessons for the Google Generation

Digital Credibility: 13 lessons for the Google Generation | Edumorfosis.it | Scoop.it
The Google Generation has a universe of information, right there on a little pinch-and-zoom screen. In How Google Impacts The Way Students Think, we theorized that Google could create “the illusion that answers are always within reach even when they’re not. In fact, if users can Google answers to the questions they’re given, they’re likely terrible questions.”

Further, “by ignoring the phases of inquiry learning, premature Googlers often find what they want rather than what they might need. In this way, it underscores the independence of information rather than the interdependence. Instead of looking at information and data as components of knowledge, and then understanding, it instead treats information in more binary terms: black or white, right or wrong, credible or not credible, good or bad.”

This doesn’t make digital research better or worse, but rather different. So in response, here are 13 digital research tools and resources (one is a video), each complemented by a lesson on credibility and research for the 21st century student who has grown up in an age of information abundance, but contextual scarcity.
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5 critical needs met by Blended Learning

5 critical needs met by Blended Learning | Edumorfosis.it | Scoop.it
According to their infographic below, blended learning works so well because it address five moments of need of a learner. In short, these moments are:

  1. Learning content for the first time (new)
  2. Learning more about the subject (more)
  3. Applying the content that has been learned (apply)
  4. Knowing what to do when things go wrong (problem solving)
  5. Knowing what to do when things change (change)

While I cannot disagree with these five areas, my personal opinion is that we have to be careful when making lists of this nature, especially when it applies to defining the way we learn. The human brain is quite complex, and lists (while easy to understand) don’t fully capture these complexities.

For example, you could easily break each one of these into further subcategories. Looking at number four (problem solving), a logical distinction would be defining the type of problem based on a metric of urgency.

Nonetheless, this is a pretty good attempt at describing why blended learning is growing in use. It does help the learner to better retain the information so that they are prepared for applying, problem solving, and changing.
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[Infographic] 5 major challenges of an eLearning manager

[Infographic] 5 major challenges of an eLearning manager | Edumorfosis.it | Scoop.it
The phenomenal growth in the use of the online medium in the corporate training world has resulted in eLearning managers playing a key role in modern organizations. They are responsible for equipping the workforce with the needed knowledge and skills, in an effective and efficient manner. They need to ensure that top-notch online courses are developed to meet the dynamic training needs of today’s companies. In this process, they are often confronted with 5 major challenges. Let us see what they are.
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The battle for education

The battle for education | Edumorfosis.it | Scoop.it
Education is underpinned by several philosophies, some of which are incompatible. As a result, there are many educational approaches, a myriad of theories and a bewildering number of perspectives. My students are currently grappling with this problem, as they seek to answer the essay question: 'who should define the curriculum?' To answer such a deceptively simple question, they need to spend time exploring a number of philosophical positions, and two in particular:
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Una secuencia para el aprendizaje auténtico

Una secuencia para el aprendizaje auténtico | Edumorfosis.it | Scoop.it
Quiero denunciarlo: no hay interés en promover el cambio educativo. No es una pataleta. Me baso en un análisis sencillo: si ya está investigado, relatado, divulgado, debatido….si hay tantas evidencias y voces cualificadas que lo gritan a los cuatro vientos… ¿a qué viene tanta resistencia? Esta resistencia numantina ocurre nada más que en educación. Me pregunto: ¿acaso algún médico se opondría a utilizar “nueva” tecnología o administrar tratamientos que otros colegas hubieran utilizado para sanar a muchos de sus pacientes, sabiendo que incluso a algunos le habían salvado de una muerte segura? No es sólo formación, es más una cuestión de actitud, de ética profesional, de cambio en el paradigma cultural escolar.

Sólo esta explicación me lleva a encajar algunas actitudes que no comprendo: ¿por qué el debate sobre cambio educativo, la disrupción y otros modelos actuales se configuran en la mente de algunos compañeros de profesión como un cúmulo de teorías conspiratorias, maquiavélicas que sólo desean desestabilizar la zona de confort docente? ¿por qué defendemos a capa y espada el «status quo» en vez de luchar por terminar con la clásica sociedad instructiva y transmisora?.
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Cinco tendencias de una educación que ¡ya está aquí!

Cinco tendencias de una educación que ¡ya está aquí! | Edumorfosis.it | Scoop.it
Las tendencias mencionadas están actuando como elementos de cambio importantes, esto nos llevará a re-evaluar nuestra forma de pensar acerca de la educación y el aprendizaje. Los educadores, desde cualquier parte, pueden unirse al movimiento de pensamiento innovador que está teniendo lugar en todo el mundo, con la ayuda de una plataforma de aprendizaje adaptativo como Fishtree. 2014 marca un momento emocionante para los líderes de la educación, con grandes cosas por venir ya que éstas tendencias significan sólo el principio...
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Del trabajo del Innovador, a la fascinación del Disruptor

Del trabajo del Innovador, a la fascinación del Disruptor | Edumorfosis.it | Scoop.it
En las organizaciones que ya quieren acaba con las JERARQUÍAS los conectores son personas con muchas relaciones que les resulta fácil hablar con la gente. El reto para la organización es utilizar las habilidades de síntesis para mejorar el intercambio de conocimientos. Los conectores pueden ser identificados a través de la observación, entrevistas, o análisis de redes sociales. Convertirse catalizadores conocedores, los conectores deben tener buenas habilidades de curación. Tienen que saber cómo agregar valor al conocimiento y discernir cuándo, dónde y con quién compartir.

Los expertos tienen un conocimiento profundo sobre un tema, pero muchos carecen de las habilidades para sintetizar Lo que saben con el fin de compartirlo con un público más amplio. Es fundamental que comparten su conocimiento experto por lo que la organización puede tomar mejores decisiones. Esta es una responsabilidad de liderazgo.

La experiencia y los expertos, son ya de poca utilidad en una empresa conectada. Los expertos necesitan desarrollar habilidades en la elaboración de prácticas de sentido de decisiones fuertes y otros. Los conectores pueden ayudarles, pero primero tiene que haber algo que compartir. Obtener expertos para compartir de una manera significativa puede tomar tiempo, pero primero se requiere un ambiente de apoyo y algunas habilidades básicas, como PKM.
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JUAN NUÑEZ MESINA's curator insight, March 22, 2015 3:56 PM

Del trabajo del Innovador, a la fascinación del Disruptor via @edumorfosis http://sco.lt/5lOSmX

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How much technology in the classroom should be allowed? Is too much a bad thing?

How much technology in the classroom should be allowed? Is too much a bad thing? | Edumorfosis.it | Scoop.it
It’s a tricky question. In order to answer it, we need to first examine what technologies are proposed for the classroom environment, where they come from, and what their effects are on the students.

We should also consider their effects on the learning institutions in which they’re used (i.e. budgetary requirements, etc.).

Despite being a critically important question for everyone, we should be prepared for an answer which isn’t very direct. The value in trying to answer it can be found in the conversations (or debates) that it inspires.

Let’s begin with an important yet similarly difficult question.
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The top ways digital tools transform learning

The top ways digital tools transform learning | Edumorfosis.it | Scoop.it
Digital tools are often touted for their ability to have a transformative effect on teaching and learning, and an annual survey reveals just how deeply these tools continue to impact education.

Project Tomorrow CEO Julie Evans shared some of the latest Speak Up Survey data during an exclusive edWeb webinar. The annual survey focuses on digital tools, emerging technologies, professional development, digital citizenship, STEM, and administrators’ challenges.

“We have a strong belief that today’s students should be well-prepared for the future, and digital tools can help ensure that they are prepared,” Evans said.

When it comes to district administrators’ views on solutions that can most transform teaching and learning, their top motivating factors include enhancing teacher effectiveness (58 percent), integrating 21st century skills into curriculum (49 percent), and leveraging technology more effectively (46 percent).

Students surveyed said their path to a more personalized learning experience includes social-based learning involving interaction with peers and real-world experts, untethered learning that helps students learn outside the physical boundaries of a classroom or classroom resources, and digitally-rich learning that adds relevance and context to the learning process.
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