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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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10 ways to help your online students feel at home with your institution

10 ways to help your online students feel at home with your institution | |
The good news is that about 7 million college students will enroll in online courses this year. The bad news is that the retention rates for online students typically trail those of their on-campus colleagues.[1]

There is evidence that stronger student support services — especially targeting the out-of-class experiences of online students — can make a difference in their retention and engagement.[2] As I discussed in an earlier article, the bottom line is to show students that they matter.[3]

Here are 10 ways an institution can help online students feel at home and feel a part of your campus community:
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[Infographic] The 6 laws of learning no Instructional Designer can afford to ignore

[Infographic] The 6 laws of learning no Instructional Designer can afford to ignore | |
By following these tested principles, eLearning professionals can help students learn more effectively. Ignore them at your own risk!

Via juandoming
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Digital literacy is the key to the future, but we still don't know what it means

Digital literacy is the key to the future, but we still don't know what it means | |
The entrance to GitHub is the most Instagram-able lobby in tech. It’s a recreation of the Oval Office, and the mimicry is spot-on but for the rug. Instead of the arrow-clutching eagle that graces Obama’s office rug, it shows the code-sharing site’s Octocat mascot gazing into the digital future, just above the motto: “In Collaboration We Trust.”

One recent morning, just past this presidential decor, representatives of the tech industry (Google, Palantir, Mozilla, Github) and academia (UC Berkeley and digital education nonprofit Project Lead the Way) sat on massive leather couches trying to figure out how to give more people the means to participate in that future. The theme in play was “digital literacy,” the idea that the world’s citizens, and kids in particular, will benefit if they’re skilled in the ways of information technology.
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It’s called blended learning (not blended teaching) for a reason

It’s called blended learning (not blended teaching) for a reason | |
Many educators now accept the need to provide course materials online in a Learning Management System (LMS) or Online Learning Environment (OLE) for blended learning to occur successfully. This allows students to review learning materials at any time and from anywhere, and it opens significant other possibilities.

However, this is only part of the solution as we move toward blended learning. Building these resources and online courses with an effective paradigm as the guiding force is also vital. Without this, we are simply moving an old industrial model to a different medium.

An incorrect paradigm might appear to be subtly different, but the ramifications can be large and long lasting. A historical analogy helps to clarify this.

Humanity thought the Earth was the center of the solar system for thousands of years. This produced errors in calendars, our understanding of the dates of the seasons and thus the time to plant crops, and later, our understanding of the motion of the planets. Simply changing the sun to the center of the solar system rectified this.
Ivon Prefontaine's curator insight, September 18, 2014 7:25 PM

Teaching and learning are relational. The setting is neither teacher or student centric, rather it is relationship centric depending on context and situation. It is a praxis, a living out, of particular relationships. There is no general rule or universal that guides all teaching and learning. Both Whitehead and Dewey argued there is no royal road to teaching and learning.




Why educators need to consider the differences between active and passive learning

Why educators need to consider the differences between active and passive learning | |
If your course has a passive approach, then your learners will reflect that passivity. For example, if you assume that learners will turn up, or log on, with a sponge-like mind, ready to be filled as you pour knowledge out at them, rather like an empty glass being held under a running tap, then they are likely to become frustrated as their capacity to retain information quickly diminishes.

On the other hand, if you create an environment that encourages the learner to develop ideas from new information and to take advantage of their existing understanding around a topic then you have created an active environment.

From the learner’s point of view, a passive attitude would be exemplified by an expectation that the course leader has ‘total knowledge’ and therefore anyone with ‘total knowledge’ can teach others. This is a very dangerous assumption! In the play Man and Superman, George Bernard Shaw coined the derisory phrase, “those who can, do; those who can’t, teach.” It’s a classic passive aggressive viewpoint.
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Self-determination at work

Self-determination at work | |
There’s a common saying that entrepreneurs should work on the business, and not in the business. It makes sense to stay above the day-to-day details in order to help steer the business. Perhaps it’s time to think of all businesses as networks of entrepreneurs. Everyone should be working on the business. As Peter Drucker said, “Nothing is less productive than doing what should not be done at all”. Being efficient at something that is not effective is a waste of time, and a cause for workers to mentally disconnect from the company. Efficiency for its own sake makes job a four-letter word.
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Learning in 2024 #LRN2024

Learning in 2024 #LRN2024 | |
The eLearning Guild is celebrating it’s 10th year, and is using the opportunity to reflect on what learning will look like 10 years from now. While I couldn’t participate in the twitter chat they held, I optimistically weighed in: “learning in 2024 will look like individualized personal mentoring via augmented reality, AI, and the network”. However, I thought I would elaborate in line with a series of followup posts leveraging the #lrn2024 hashtag. The twitter chat had a series of questions, so I’ll address them here (with a caveat that our learning really hasn’t changed, our wetware hasn’t evolved in the past decade and won’t again in the next; our support of learning is what I’m referring to here):
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10 steps to gain competence & confidence with a new educational practice

I am clearly biased, but I believe that we are living in one of the most exciting times in history when it comes to education. Yes, we have problems to address, but we also are also starting to see some amazing innovations that have immense promise to democratize learning, leverage the growing science of learning, and personalize learning in a way that equips and empowers more people than ever before. We also know that things are moving so fast that it is hard to keep up. I know many people in education who feel that way. So, how do you deal with that? Well, I would love for you try one of the excellent online programs at my place of work, but there are also many ways to go the DIY (Do-It-Yourself) route. I suggest ten steps to becoming competence and confident with a new area in education. Whether you want to learn about project-based learning, self-directed learning, learning analytics, blended and online learning, digital badges for learning, game-based learning, 1:1 programs, or any other emerging practice, all you need to do is pick the topic and then commit to going through the following ten steps (not necessarily in order), committing at least 1 hour to each one, but 20 hours divided among all of them (or 40 for a really deep dive learning journey). You can become relatively competent and confident (albeit not an expert) in just 20 hours. Give it a try and let me know how it goes for you.
Kathy Lynch's curator insight, September 18, 2014 9:19 PM


Pedagogy, Prophecy and Disruption

Pedagogy, Prophecy and Disruption | |
Without consideration of its past, present, or future, critical digital pedagogy may become irrelevant before it begins in earnest. The forces of neoliberalism that critical pedagogues hoped to expose and remove have become extremely adept at moving into digital spaces. Online institutions run by for-profit companies attract students from vulnerable populations — the very populations that critical pedagogues aspire to help. For-profit institutions are often a mixed bag, at best, for these students, but more public and nonprofit institutions model their online offerings to compete with for-profit models. While some professors and academics have resisted changes, the classes they’ve protected were upper-division seminars rather than developmental or basic courses. Educational experiences that create common ground rather than career or academic tracks have migrated into spaces for efficiency, thus reducing traditional liberal arts and sciences to more closely resemble for-profit colleges’ career-focused format.
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Campus job connects companies with students for part-time work

Campus job connects companies with students for part-time work | |

College students are constantly battling between two goals: getting good grades and proving they’re ready for the real world. Combining those two goals, however, can be really difficult for the student with a demanding schedule. That’s where Campus Job comes in.

Campus Job is a platform built by Liz Wessel and JJ Fliegelman after they graduated from University of Pennsylvania in 2012, where they both had campus rep jobs for big companies. Wessel, in particular, had a job with Anheuser-Busch on campus that was envied by the majority of her friends.

This led Wessel and Fliegelman to quickly build a website that acts as a marketplace, connecting students in post-secondary school with companies and organizations that are looking to employ students in part-time or temporary positions, namely campus rep positions.

Edumorfosis's insight:

Una interesante plataforma que incorpora los postulados del #LearningIsWork Los estudiantes realizan trabajos de tiempo parcial para empresas reales. Una excelente experiencia de vinculación comunitaria entre lo académico y lo laboral...

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When students get creative with tech tools, teachers focus on skills

When students get creative with tech tools, teachers focus on skills | |
One of the most intimidating aspects of infusing technology into curriculum is that educators often believe that they will have to master and then teach their students to use new technology tools before assigning a project. These concerns are understandable as our time for professional development is finite and school curricula are already packed. However, consider the impact if, rather than focusing on new tools, we explored the skills students need to learn and then incorporated the most effective digital resources to accomplish those objectives.
Kathy Lynch's curator insight, September 18, 2014 9:19 PM

You mean I do not have to know it all???? Thx Edumorphosis!

Webinar vs Virtual Classroom – Lecture vs Learning

Webinar vs Virtual Classroom – Lecture vs Learning | |
We all know the cost benefits of delivering training to a remote audience through virtual real-time sessions. These benefits include reduced costs (Travel, time away from role etc) increased speed to market of training and extended reach etc. Yet too many sessions are one way lectures rather than sessions that really facilitate learning.

We have all been on real-time virtual sessions which advertise themselves as training sessions, but are really just a presentation with questions at the end. These lectures are not engaging, don’t allow you to share ideas, put the theory into practice etc and therefore learning value is lost. It is therefore imperative that when delivering a virtual session, facilitators keep their learners interest through engaging with them.

In order to deliver a true learning experience through a real-time virtual classroom, alongside best practices such as setting up your system correctly, using your webcam correctly, making sure participants arrive early, prepare the session etc, you should follow these 3 simple tips.
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How to use Twitter as a learning tool (part 2)

How to use Twitter as a learning tool (part 2) | |

First it's important to mention Twitter is easy to incorporate as a learning tool. In fact the hardest part was going through and getting faculty approval. Actually incorporating it into the course design as one of the learning tools was easy, low effort, no cost, and intuitive (Using Twitter As A Learning Tool - Part 1).

Here are three steps to complete before designing Twitter activities in a course:

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[Conference] Higher Ed and the workforce

The EvoLLLution Symposium on Higher Education and the Workforce was hosted on June 24, 2014 at Stanford University.

The event featured three snapshot talks by Maggie Johnson (Director of University Relations, Google - ), Heather Adams (Student, UCLA - ) and Ed Abeyta (Director of K-16 Programs, UC San Diego - ) exploring innovative ideas that could help bring higher education and the workforce closer together. The event, which was The EvoLLLution’s first-ever Symposium, opened the 2014 IACEE International Conference.

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Organiza tu material web con

Organiza tu material web con | | es una herramienta 2.0 que puede resultarnos muy útil para la recopilación de materiales y recursos basada en el concepto de la curación de contenidos. Con esta aplicación online podemos crear listas de contenidos que encontramos en la red o creados por nosotros mismos según los objetivos de nuestro trabajo. Como todas las herramientas 2.0, es una comunidad donde se comparten los recursos y se pueden seguir a otros usuarios para consultar diferentes tipos de publicaciones. Por supuesto, los trabajos se comparten fácilmente en la red a través de Facebook, Twitter y cuenta con aplicaciones para iPad, iPhone y dispositivos Android.

Via JAG, juandoming
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10 ways to connect globally

10 ways to connect globally | |
Our web site is a online community designed to promote connecting and collaborating. From our perspective, professional relationships are the cornerstone of effective global collaborations and our space allows globally minded educators and others to find each other.

If you join our network, you can develop your profile so that other members can learn more about your work, and you can search our member directory to find others from specific fields or countries.
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Blended Learning in the mix: The proactive teacher

Blended Learning in the mix: The proactive teacher | |
It's early spring, and you're just leaving the faculty meeting where you've learned that next year your classes will fall under the umbrella of blended learning, and each of your students will have an iPad as a take-home device. Awesome, right?

With the rapid national push toward moving classrooms and learning experiences to a blended approach, many educators are playing catch-up to learn the best ways of implementing these tools in their classrooms. It's important to keep in mind that feeling overwhelmed by this concept is normal and OK. After all, some schools and districts are just now getting their hands on technology that was developed more than five years ago.

Teachers can be highly successful in a blended environment when they make time for thinking ahead and planning how their classroom will look, feel, and sound in a technology-rich environment.
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How adaptive learning can make Higher Ed more customized and effective (part 2)

How adaptive learning can make Higher Ed more customized and effective (part 2) | |
New adaptive learning models and supporting software are emerging that offer a variety of approaches for learner support, and they’re showing positive results. Online learning resources such as the Pearson MyLabs, powered by Knewton adaptive technology, provide students with a customized pathway for learning content based on an entering diagnostic and provide faculty with dashboards of student progress. A Knewton and Arizona State University partnership increased math pass rates by 18 percent and withdrawals dropped by more than 47 percent. Rio Salado College is also partnering with Pearson and Knewton to develop a personalized learning pilot based on Pearson’s MyWritingLab, and several community colleges have integrated MyWritingLab into their developmental writing courses and seen improved success rates.
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¿Cómo crear Realidad Aumentada?

¿Cómo crear Realidad Aumentada? | |
La Realidad Aumentada (RA) es un recurso interesante en educación por las posibilidades que ofrece. Para aquell@s que os interese el tema y no tengáis conocimientos previos os dejo este post de “En la nube TIC” publicado por Pau Nin, el cual nos hace una breve introducción a este apasionante mundo. Aquí os lo reproduzco.

” En este blog ya hemos hablado en varias ocasiones de la Realidad Aumentada (RA) y de sus posibles usos en educación. Con esta entrada pretendo recoger los diferentes programas y aplicaciones que nos permiten crear nuestra propia RA.

En función del activador podemos diferenciar cuatro niveles de RA, como bien explica Juanmi Muñoz en este artículo. Yo me decanto por otra clasificación: si viene dado por el reconocimiento de aquello que percibe la cámara (un marcador, una imagen, un objeto, reconocimento facial, corporal…) o viene determinado por información geolocalizada.

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La Cooperación en red, rompe todas las estructuras y organizaciones tradicionales!

La Cooperación en red, rompe todas las estructuras y organizaciones tradicionales! | |
En las redes, la cooperación supera a la colaboración. La Colaboración sucede alrededor de algún tipo de plan o estructura, mientras que la La cooperación supone la libertad de las personas a unirse y participar. La cooperación es un motor de la creatividad. La cooperación también es impulsado por la motivación intrínseca, por la confi¡anza y por la transparencia entre las personas en red….

La red permite esta cooperación, las jerarquías tradicionales de las organizaciones, NO. Es por eso que el futuro próximo está ligado a la RES y no a las jerarquías, las redes pueden establece multicircuitos personalizados entre los diferentes estamentos que interviene en cualquier proceso, es por eso que las “empresas” organizaciones económicas, “educativas” en la manera que las tenamos entendidas hoy, tienen los días contados…La red no es lo mismo que el orden actual, más bien es el contrario, hasta ahora lo importante era el OBJETO, ahora seráel SUJETO.
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Marzano's 9 instructional strategies in infographic form

Marzano's 9 instructional strategies in infographic form | |
In education, louder than the call for innovation, engagement, thought, or self-direction is the call to be research-based.

In fact, being research-based may even trump being data-based, the two twins of modern ed reform. The former stems, in part, from deserved skepticism of trends that have little evidence of performance, and the latter comes from a similar place. The big idea behind the both is “proof”–having some kind of confidence that what we’re doing now works, and that because of both data and research, we can more or less nail down what exactly it is that we’re doing that works or doesn’t work, and why.

To be clear, being data or research-based isn’t anywhere close to fool-proof. So many of the modern trends and innovations that are “not grounded in research,” or don’t “have the data to support them” suffer here not because of a lack of possibility, potential, or design, but because of research and data itself being sluggish in their own study and performance.

But this is all way, way beside the point–a long-winded contextualizing for Robert Marzano’s work. Marzano is known for, above all else, identifying “what works,” and doing so by reviewing and distilling research, then packaging it for schools and districts to use. Among his most frequently quoted “products” is the “Marzano 9″–9 instructional strategies that have been proven by research to “work” by yielding gains in student achievement.

And so Dr. Kimberly Tyson thought to gather these nine instructional strategies into infographic form because like moths to a flame, teachers to infographics.
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CFP: Critical Digital Pedagogy

CFP: Critical Digital Pedagogy | |
Hybrid Pedagogy is not ideologically neutral. The threads of our discussions and the underlying philosophy of the journal are grounded in critical pedagogy — an approach to teaching and learning predicated on fostering agency and empowering learners (implicitly and explicitly critiquing oppressive power structures). As a digital journal, our work is further nuanced by a consideration of technologies and cultures — how the digital changes the way we work, think, and create, and how we as humans can use tools (like chalkboards and computers) to form critically engaged communities.
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The benefits of Learning-by-Doing with business simulation games

The benefits of Learning-by-Doing with business simulation games | |

At Cesim we believe that “for successful learning experiences, students need to experience a variety of instructional methods and that direct instruction needs to be accompanied by methods that further student understanding and recognize why what they are learning is useful.” – Lalley and Miller (2007)

Business simulation games belong to the realm of ‘active learning’, which entails all forms of learning where the participant is behaviorally and cognitively active. They complement theoretical education by providing a dynamic, reactive, risk free learning environment for students to engage in and help to close the gap that exists between the knowledge of graduating students and the actual skills required in the workforce today.

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How to Qquality check your own eLearning

How to Qquality check your own eLearning | |

Before you send your eLearning on for a quality review, how well do you test it yourself? A self-check may seem like an obvious task, but some people pass on their eLearning courses for a quality check when the work is less than stellar. Within a few minutes, the reviewer or tester can tell it hasn’t been checked for quality and consistency.

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Top 100 de innovación educativa

Top 100 de innovación educativa | |

100 iniciativas educativas innovadoras en el ámbito de la enseñanza de las ciencias han sido identificadas en el proyecto Desafío Educación, una amplia investigación realizada a nivel mundial a lo largo de este año. Todas ellas están recogidas, catalogadas y clasificadas en el informe ‘Top 100 Innovaciones Educativas’, que tienes disponible en español e inglés.

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