Ensino, Aprendizagem & Tecnologia
6.3K views | +0 today
Follow
 
Scooped by Cíntia Rabello
onto Ensino, Aprendizagem & Tecnologia
Scoop.it!

Is Sharing a Form of Control?

Is Sharing a Form of Control? | Ensino, Aprendizagem & Tecnologia | Scoop.it
Hannah Piercey John Wilbanks runs Consent to Research, an initiative to build a commons from self-donated personal health data that will provide a large pool of medical data for research and also allow individuals to contribute to scientific...
more...
No comment yet.
Ensino, Aprendizagem & Tecnologia
Como as TICs podem contribuir para a educação
Your new post is loading...
Your new post is loading...
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

How Important is use of Technology in Education

How Important is use of Technology in Education | Ensino, Aprendizagem & Tecnologia | Scoop.it
There were a huge number of positives and negatives to education technology. But, gradually as technology was embraced by the educational institutes, they realized the importance of technology in education. Its positives outnumbered the negatives and now, with technology, education has taken a whole new meaning that it leaves us with no doubt that our educational system has been transformed owing to the ever-advancing technology. Technology and education are a great combination if used together with a right reason and vision.

Via Nik Peachey
more...
Nik Peachey's curator insight, April 14, 1:41 AM

A good quick read.

John Rudkin's curator insight, April 15, 5:00 AM
Important?  It is vital, but so is an understanding of how to handle it.
Rescooped by Cíntia Rabello from Dênia Falcão - IPE - Inova Práticas Educacionais
Scoop.it!

Escrever com tecnologias, elas estão mudando a escrita!

Escrever com tecnologias, elas estão mudando a escrita! | Ensino, Aprendizagem & Tecnologia | Scoop.it


Por Martine Rioux -30 março de 20170113

Escrita com um lápis em uma folha de papel e escrever, digitando em um teclado e olhando para uma tela, o que muda para os alunos?

Isto é o que queria saber Thierry Karsenti em um estudo. Os resultados são inequívocos: "Meninos e meninas, estão mais motivados quando eles percebem as tarefas de escrita para o computador." E há mais!

"Nossos resultados mostram uma melhoria na escrita entre todos os estudantes, meninos e meninas. No final do ano escolar, os nossos resultados também revelam que é cerca de 96% dos alunos que se mais competente percebem a escrever quando eles percebem essa tarefa para o computador ", lemos no relatório da pesquisa de Thierry Karsenti e equipe.

A pesquisa foi realizada nas aulas da escola primária na área de Montreal. Ela tinha o objectivo global de compreender melhor a contribuição da escrita com tecnologia para o desenvolvimento de competências na escrita de alunos do ensino fundamental em zonas desfavorecidas.

No final, quando o apoio educacional era adequado, os estudantes estavam fazendo menos erros quando escreveram ao computador, eles estavam escrevendo textos mais longos e eles mostraram mais criatividade. "Estes resultados mostram, portanto, a importância da formação de professores para ser capaz de obter os alunos a usar a tecnologia para promover o desenvolvimento de seus conhecimentos para escrever", diz um no relatório.

Do projecto de limpar

Além do resultado final, ao longo do estudo, os pesquisadores observaram um outro fenômeno surpreendente, mas bastante lógico. De fato, "o processo de escrita dos alunos encontrou-se transformado pelo uso da tecnologia."

Quando os alunos a escrever em um pedaço de papel, eles geralmente seguem a seqüência "rascunho" e "cópia limpa". Eles raramente fazem o gesto para eliminar um parágrafo, acrescentar uma frase para outra, modificar a estrutura das frases, etc. O processo de escrita, em seguida, ocorre na forma bastante linear.

Agora, escrevendo no computador, a seqüência de gravação é alterada pelo potencial na tela: "Ambos os alunos e professores têm enfatizado os benefícios de copiar, colar ou mudança para melhorar o texto do produto ".

O fato de gravação para o computador permite facilmente os alunos para inserir novos parágrafos, frases ou palavras aos locais de sua escolha. É também mais fácil para eles para retornar o que eles têm escrito para editar ou apagar. Ações de planejamento, redação, edição e texto corrigindo, portanto, realizado simultaneamente para os alunos e eles foram capazes de beneficiar a melhorar seus textos.

Avenidas para professores

Finalmente, os investigadores estabelecidos 8 faixas para implementar os resultados de suas pesquisas e garantir que os alunos aproveitar ao máximo a escrita com a tecnologia.

detalha o CTREQ o presente eo maneira muito visual em seu site.  

Os professores devem aumentar o número de atividades onde os alunos escrevem textos para o computador.
Durante essas atividades, a supervisão do professor é de extrema importância.
As tarefas de escrita deve ser clara e precisa.
O professor deve ter o tempo para treinar os alunos para usar ferramentas de correção.
Ele deve treinar os alunos no processo de escrita que é muito diferente do que da escrita de 'papel e lápis", por exemplo, eles podem facilmente aumentar o que eles escreveram.
Os professores devem considerar que write fato do computador para melhorar as habilidades de escrita de alunos (para o computador, os jovens tendem a escrever com mais freqüência, para escrever mais, e desfrutar desta actividade feita para o computador, que pode melhorar a sua competência por escrito).
É importante escolher as ferramentas certas para os estudantes também refletem o que eles têm acesso a sua casa.
O uso da tecnologia tem um impacto sobre a motivação dos alunos para aprender o francês, desde é claro que essas atividades são educativos e supervisionado pelo professor.
3


Via Dênia Falcão
more...
No comment yet.
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

16 issues driving higher education's approach to teaching and learning

16 issues driving higher education's approach to teaching and learning | Ensino, Aprendizagem & Tecnologia | Scoop.it
Rising costs, aging computer systems and the changing demands of a more diverse, tech-savvy population are challenging long-standing approaches to teaching and learning at U.S. colleges and universities.

Via Nik Peachey
more...
Nik Peachey's curator insight, February 20, 1:37 AM

Some interesting and very relevant issues.

Volkmar Langer's curator insight, March 6, 5:18 AM
Interessting, faculty development comes first!
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

Is Technology Being Integrated Effectively?

Is Technology Being Integrated Effectively? | Ensino, Aprendizagem & Tecnologia | Scoop.it
In many cases the engagement factor is emphasized over learning outcomes and actual evidence of improvement aligned to standards. I get that this is not the end all be all, but nevertheless it is important. It goes without saying that effective technology integration should inform instruction and provide feedback as to the level of conceptual mastery students demonstrate.

Via Nik Peachey
more...
MartinVermaak's comment, February 15, 10:26 AM
http://dovenobel.inube.com/blog/5669971/how-to-solve-hp-scanner-common-issues/
Angelica Arias's curator insight, March 14, 9:35 AM
Definitely, we are not taking advantage of the technology and its tools. We are still using them just as tool to make our job easier, moreover,  still using the same visual support and matching and multiple choice tasks. It involves a lot of research and perhaps it is time-consuming but we should be exploring and integrating them more effectively in our sessions. 
Regielle P's curator insight, May 3, 8:57 PM
Share your insight
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom | Gillies | Research in Learning Technology

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom | Gillies | Research in Learning Technology | Ensino, Aprendizagem & Tecnologia | Scoop.it
The large number of concerns identifiable across BYOD studies might indicate why there is an inclination for supplied and controlled devices within the mobile learning literature. Yet, with ubiquity frequently identified as a key boon of mobile devices, more educational research needs to be undertaken that draws upon personal devices.

Via Nik Peachey
more...
Nik Peachey's curator insight, February 8, 7:03 AM

An interesting read with plenty of follow up resources.

Codie Bower's curator insight, February 16, 4:53 PM
Our students have miniture computers with them at all times, Why not use them as a tool in the classroom. Enhance the learning experiance in your classroom with BYOD!
Rescooped by Cíntia Rabello from Edumorfosis.it
Scoop.it!

[PDF] Enseñanza en la Era Digital: Una guía para la enseñanza y el aprendizaje

[PDF] Enseñanza en la Era Digital: Una guía para la enseñanza y el aprendizaje | Ensino, Aprendizagem & Tecnologia | Scoop.it
Este libro está dirigido principalmente a los profesores universitarios e instructores que desean mejorar sus clases y hacer frente a los grandes retos en sus aulas, como por ejemplo los cursos con muchos estudiantes o los programas con la curricula que se desactualiza rápidamente, también está dirigido a los tantos profesores de la escuela (especialmente de la escuela secundaria) que desean preparar a sus alumnos para la educación postsecundaria o el mercado laboral que está en constante cambio y es altamente incierto. En particular, el libro está dirigido a los profesores e instructores que desean hacer mejor uso de la tecnología para la enseñanza.
 
Muchos de los ejemplos en este libro hacen referencia a la educación postsecundaria, sin embargo muchos de los principios destacados son aplicables también a los maestros de la escuela primaria y secundaria. Como exmaestro de escuela primaria/elemental, soy muy consciente de que las escuelas tienen ahora menos recursos y menos apoyo tecnológico que los colleges o las universidades.
 
A lo largo de este libro, he utilizado el término “instructor”, porque sostengo que es necesario pasar de un modelo de transmisión de la educación (“instrucción”) hacia la facilitación del aprendizaje (“enseñanza”), incluso o especialmente en la educación superior. No obstante, en general, el término “instructor” también se utiliza para distinguir entre los sistemas de educación postsecundariay escuela secundaria, ya que para la escuela primaria se utiliza el término maestro. En todo el libro, he utilizado ambos términos casi como sinónimos. Sin embargo, mi esperanza es que todos tendamos con el tiempo a convertirnos en maestros o profesores en lugar de instructores.
 
Por último, aunque la tecnología es el foco central de este libro, no estoy abogando por substituir el sistema educativo actual con un modelo de enseñanza altamente informatizado. Creo que si bien existe una gran necesidad de reforma sustancial, hay muchas cualidad es perdurables de un sistema educativo bien fundado y basado en profesores bien formados y altamente calificados que será muy difícil sino imposible de reemplazar por la tecnología. El foco aquí se centra en hacer que la tecnología trabaje para los alumnos y los profesores.

Via Edumorfosis
more...
No comment yet.
Rescooped by Cíntia Rabello from Edumorfosis.it
Scoop.it!

Who owns the learning? Preparing students for success in the Digital Age (Alan November)

Alan November is an international leader in education technology. He began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor. While Alan was a computer science teacher in Lexington, MA, he was probably the first teacher in the world to have a student project on line in 1984, a database for the handicapped. He has been director of an alternative high school, computer coordinator, technology consultant and university lecturer. He has helped schools, governments and industry leaders improve the quality of education through technology.

Audiences enjoy Alan's humor and wit as he pushes the boundaries of how to improve teaching and learning. His areas of expertise include planning across curriculum, staff development, new school design, community building and leadership development. He has delivered keynotes and workshops in all fifty states, across Canada and throughout the UK, Europe, Asia, Australia, and Central America.

Alan was named one of the nation's fifteen most influential thinkers of the decade by Technology and Learning Magazine. In 2001, he was listed as one of eight educators to provide leadership into the future by the Eisenhower National Clearinghouse. In 2007, he was selected to speak at the Cisco Public Services Summit during the Nobel Prize Festivities in Stockholm, Sweden. His writing includes numerous articles and two best-selling books, Empowering Students with Technology and Web Literacy for Educators. Alan was co-founder of the Stanford Institute for Educational Leadership Through Technology and is most proud of being selected as one of the original five national Christa McAuliffe Educators.

Via Edumorfosis
more...
Dr. Theresa Kauffman's curator insight, February 8, 2:36 PM
Great information from a trusted educator.
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

Four Ways Blended PD Makes Teachers Ready for the Classroom

With video, teachers can get feedback from their colleagues during non-school hours. They can also share short snippets, rather than having colleagues review a whole lesson. For instance, if a teacher is having trouble with transitions, she can tape only the transitions for another teacher to review. This leads to specific, actionable feedback, turning occasional opportunities to observe into a formative process.

Via Nik Peachey
more...
Nik Peachey's curator insight, February 3, 7:31 AM

Article on the use of video recordings of lessons to support teacher development and reflection.

Rescooped by Cíntia Rabello from Edumorfosis.it
Scoop.it!

[Slideshare] Marco Común de Competencia Digital Docente

La competencia digital es una de las 8 competencias clave que cualquier joven debe haber desarrollado al finalizar la enseñanza obligatoria para poder incorporarse a la vida adulta de manera satisfactoria y ser capaz de desarrollar un aprendizaje permanente a lo largo de la vida, según las indicaciones del Parlamento Europeo sobre competencias clave para el aprendizaje permanente.

 

La competencia digital no sólo proporciona la capacidad de aprovechar la riqueza de las nuevas posibilidades asociadas a las tecnologías digitales y los retos que plantean, resulta cada vez más necesaria para poder participar de forma significativa en la nueva sociedad y economía del conocimiento del siglo XXI.

 

Los estándares educativos deben por tanto incluir el tipo de conocimientos y habilidades que pueden ayudar a los estudiantes al desarrollo de las nuevas competencias requeridas en la sociedad actual, que se ven potenciadas por la tecnología, especialmente aquellas relacionadas con la gestión del conocimiento. En una serie de aspectos, aquellas personas que sean responsables de la enseñanza de los estudiantes del nuevo milenio tienen que ser capaces de guiarlos en su viaje educativo a través de los nuevos medios. Los profesores necesitan un mensaje político claro en este sentido: el reconocimiento público de lo que se espera que hagan para desarrollar estas competencias como una prioridad en sus áreas o especialidades. Este reconocimiento público exigirá a su vez una atención preferente en los sistemas de formación de profesorado y el reconocimiento de su desarrollo profesional. La necesidad de asegurar una docencia de alta calidad se ha convertido en uno de los objetivos prioritarios del “Marco estratégico europeo de Educación y Formación” (ET 2020).

 

La formación en competencias es un imperativo curricular que en el caso de la competencia digital ha tenido hasta ahora una especificación poco desarrollada y diversa en sus descriptores al no existir un marco de referencia común. Desarrollar la competencia digital en el sistema educativo requiere una correcta integración del uso de las TIC en las aulas y que los docentes tengan la formación necesaria en esa competencia. Es probablemente este último factor el más importante para el desarrollo de una cultura digital en el aula y la sintonía del sistema educativo con la nueva “sociedad red”.

 

La conectividad y el equipamiento irán llegando a todas las aulas, pero será más complicado que haya un suficiente nivel generalizado de competencia digital docente si no hay un marco común de referencia que permita su acreditación generalizada (no como algo opcional o reservado para quienes tengan afición a las aplicaciones y dispositivos informáticos) y desarrollar un plan de formación coherente con una propuesta de indicadores evaluables que permita reforzar una de las áreas de la profesionalización docente peor atendidas en la formación inicial. Es algo que ya se ha hecho en otros países, aunque con diversos matices, orientaciones y niveles de concreción.


Via Edumorfosis
more...
Rescooped by Cíntia Rabello from Digital Delights
Scoop.it!

Pedagogical framing of OER - The case of language teaching

Pedagogical framing of OER - The case of language teaching | Ensino, Aprendizagem & Tecnologia | Scoop.it
Pedagogical framing of OER - The case of language teaching

Via Ana Cristina Pratas
more...
No comment yet.
Rescooped by Cíntia Rabello from Digital Delights
Scoop.it!

Open Education - International Perspectives in #HigherEducation

Open Education - International Perspectives in #HigherEducation | Ensino, Aprendizagem & Tecnologia | Scoop.it

Via Ana Cristina Pratas
more...
No comment yet.
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

What students want and how universities are getting it wrong

What students want and how universities are getting it wrong | Ensino, Aprendizagem & Tecnologia | Scoop.it
Remarkably, educational policies are usually written by those who are the most removed from actual teaching. That’s how we get the curious disparity between what students want and need, and what university managers think will be good for them.

Via Nik Peachey
more...
Laurent Mabire's curator insight, December 17, 2016 1:49 AM
"students want interaction and personal connection, as well as more use made of mobile devices"
Deb Talbot's curator insight, December 18, 2016 7:15 PM
I agree....#educationsystem needs a shakeup! The old system just doesnt work! Do you agree?
Nevermore Sithole's curator insight, January 10, 1:43 AM
What students want and how universities are getting it wrong
Rescooped by Cíntia Rabello from Dênia Falcão - IPE - Inova Práticas Educacionais
Scoop.it!

Teoria da aprendizagem colaborativa on-line, ou OCL (Harasim)

Teoria da aprendizagem colaborativa on-line, ou OCL (Harasim) | Ensino, Aprendizagem & Tecnologia | Scoop.it

Resumo: teoria da aprendizagem colaborativa on-line, ou OCL, é uma forma de ensino construtivista que toma a forma de aprendizagem em grupo orientado por um instrutor online. Em OCL, os alunos são incentivados a resolver de forma colaborativa problemas por meio do discurso, em vez de memorizar respostas corretas. O professor desempenha um papel crucial como um facilitador, bem como um membro da comunidade de conhecimento em estudo.

Linda Harasim, professor da Escola de Comunicação da Universidade Simon Fraser , em Vancouver , desenvolveu a teoria de aprendizagem colaborativa on-line (OCL) em 2012 [1] a partir de uma teoria originalmente chamado de comunicação mediada por computador (CMC), ou em rede de aprendizagem [2] [3 ] [4] .

Palavras-chave: aprendizagem colaborativa, internet, sala de aula virtual, e-learning, o discurso, o construtivismo

De acordo com Harasim, existem três fases de construção do conhecimento por meio do discurso em um grupo:
- Geradora ideia: a fase de brainstorming, onde os pensamentos divergentes estão reunidos
- Organizador ideia: a fase em que as ideias são comparados, analisados e classificados através da discussão e argumento
- Convergência intelectual: a fase em que a síntese intelectual e de consenso ocorre, incluindo concordar em discordar, geralmente através de uma atribuição, ensaio, ou outra peça conjunta de trabalho.

O resultado é a posição final, embora realmente as etapas de gerar, organizar e sintetizar ideias, pode ser continua em níveis progressivamente mais profundos. Harasim acredita que o professor é fundamental para esta construção do conhecimento, não só através de facilitar o processo e fornecer recursos para o grupo, mas também através da garantia de que os principais conceitos e práticas do domínio do assunto sejam totalmente integrados. O professor é aqui entendido como sendo um representante da comunidade de conhecimento ou especialista do assunto em estudo.

O diagrama na figura apresentada, de Harasim (2012), Figura 6.3, p. 95 ilustra esse processo.


Via Dênia Falcão
more...
No comment yet.
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

Gamifying education: what is known, what is believed and what remains uncertain

Gamifying education: what is known, what is believed and what remains uncertain | Ensino, Aprendizagem & Tecnologia | Scoop.it
Gamification of education is a developing approach for increasing learners’ motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences

Via Nik Peachey
more...
Nik Peachey's curator insight, March 30, 10:33 AM

Quite a long read but some interesting examples and links.

Gabrielle's curator insight, April 3, 12:25 AM

The future of digital technology and change in the way classes can be taught. 

Vladimir Kukharenko's curator insight, April 12, 2:46 AM
Nik Peachey's insight: Quite a long read but some interesting examples and links.
Rescooped by Cíntia Rabello from E-Learning-Inclusivo (Mashup)
Scoop.it!

3 Ways Exponential Technologies are Impacting the Future of Learning

3 Ways Exponential Technologies are Impacting the Future of Learning | Ensino, Aprendizagem & Tecnologia | Scoop.it

Exponential technologies have a tendency to move from a deceptively slow pace of development to a disruptively fast pace. We often disregard or don’t notice technologies in the deceptive growth phase, until they begin changing the way we live and do business.

 

Driven by information technologies, products and services become digitized, dematerialized, demonetized and/or democratized and enter a phase of exponential growth.

 

Nicole Wilson, who was Singularity University’s vice president of faculty and curriculum until last year, believes education technology is currently in a phase of deceptive growth, and we are seeing the beginning of how exponential technologies are impacting 1) what we need to learn, 2) how we view schooling and society and 3) how we will teach and learn in the future.

 

[Gust MEES] Simply put, as WE (#Schools) DON'T know WHAT THAT world would be, WE SHOULD prepare the #students #LEARNers for <===> #LEARNing2LEARN to become #LifeLongLEARNing persons! Please check my #blog post <===> https://gustmees.wordpress.com/.../teaching-was.../

 

<===> #ModernEDU #Coaching

 


Via Gust MEES, juandoming
more...
Nevermore Sithole's curator insight, March 22, 2:36 AM
3 Ways Exponential Technologies are Impacting the Future of Learning
Gabrielle's curator insight, April 3, 12:27 AM

Future of education 

Magaly Siméon's curator insight, April 9, 4:01 AM

Very interesting subject to be considered and discussed. I will disclose the post to my contacts and subscribers in http://www.quanticaconsultoria.com

Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

Rebooting Learning for the Digital Age

Rebooting Learning for the Digital Age | Ensino, Aprendizagem & Tecnologia | Scoop.it

The report reviews best practice around the world to show how technology is benefiting universities and students through better teaching and learning, improved retention rates and lower costs


Via Nik Peachey
more...
Nik Peachey's curator insight, February 15, 5:00 AM

Interesting report by Higher Education Policy Institute (HEPI).

MartinVermaak's comment, February 15, 10:27 AM
http://articles.org/how-to-solve-hp-scanner-common-issues/
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

Developing the digital literacies of academic staff: an institutional approach | Newland | Research in Learning Technology

Developing the digital literacies of academic staff: an institutional approach | Newland | Research in Learning Technology | Ensino, Aprendizagem & Tecnologia | Scoop.it
Being digitally literate ‘means competence and confidence with current technology and the ability to keep up to date by evaluating the appropriateness of new technology and acquiring new skills as necessary. For students it is a graduate attribute. For staff it is professional development. For teaching, it is the effective and efficient use of digital technologies in blended learning and not just knowledge of existence of technologies’.

Via Nik Peachey
more...
Nik Peachey's curator insight, February 8, 6:47 AM

Interesting article with some very useful links.

Annalisa Manca's curator insight, February 8, 12:50 PM
Share your insight
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

The changing skill set of the learning professional

The changing skill set of the learning professional | Ensino, Aprendizagem & Tecnologia | Scoop.it
‘What we are’ is constantly changing as we continue to develop our existing skills and take on new challenges to respond to a changing world around us. Learning professionals are no different. Perhaps more than ever before, we need new skills to respond to the developing expectations of both employees and our key stakeholders, and to take advantage of the fantastic opportunities afforded by technology.

Via Nik Peachey
more...
Margarita Saucedo's curator insight, March 31, 10:14 AM
Para formarse en TICs: cambio de paradigma
Mark Cottee's curator insight, April 2, 7:00 PM
Worth a look for a self auditiing purposes
R's curator insight, April 6, 1:25 PM
A pitch for a product, but still lists valid points to pay attention to regarding four changes for learning professionals.
Rescooped by Cíntia Rabello from Edumorfosis.it
Scoop.it!

[Video] Digital Learning futures: Mind the gap! (Steve Wheeler)

The future of education will be greatly influenced by new and emerging technologies. Appropriate technologies can reduce the distance, whilst inappropriate technologies may amplify the distance. Steve Wheeler is an Associate Professor of Learning Technology in the Faculty of Education at the University of Plymouth and he has seen how students are now engaging with knowledge in new ways, creating and repurposing, as well as consuming content. On the other hand, teachers are now grappling with a vast array of choices and possibilities, but often decisions are based on appearance rather than affordance.

In this talk, Steve Wheeler highlights some of the new and emerging technologies and argue that for education to truly harness the power of these new tools, we really need to consider the human (social and psychological) issues as well as the technical perspectives. These include not only skills and competencies but also the new literacies that are evolving as we engage with knowledge making in the digital age.

Via Edumorfosis
more...
Victor Hugo Rojas B.'s curator insight, February 6, 8:35 AM
"...for education to truly harness the power of these new tools, we really need to consider the human (social and psychological) issues as well as the technical perspectives." (S. Wheeler, 2015)
 
Rescooped by Cíntia Rabello from Digital Delights
Scoop.it!

Inspirational teaching in #higher #education

This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK Government’s 2016 Teaching Excellence Framework TEF. The paper then moves to review the academic and practice literature in order to outline what comprises inspirational teaching in HE institutions. These components – in the form of key words - are extracted from the literature and then tested through primary research.
Lecturers, at an English University, agreed to circulate a short survey to final year social sciences undergraduates. Fifty-two student returns from 2010 were analysed. A comparative survey of 25 undergraduates – from the same disciplines - was repeated in 2016.
Three clear elements of inspirational undergraduate teaching emerge: First and foremost, undergraduates believe it to be motivating; second, and related – inspirational teaching is deemed encouraging and third such teaching flows from teachers’ passion for their subject. The paper presents exploratory and illustrative data and sets down a forward agenda for further research to explore aspects of inspirational university teaching linked to differing cultural expectations, potential impacts of gender, age and ethnicity.

Via Ana Cristina Pratas
more...
No comment yet.
Rescooped by Cíntia Rabello from Edumorfosis.it
Scoop.it!

[PDF] La Educación Supereior en el Siglo 21: Nuevas características Profesionales y Científicas

[PDF] La Educación Supereior en el Siglo 21: Nuevas características Profesionales y Científicas | Ensino, Aprendizagem & Tecnologia | Scoop.it
Las líneas que componen este libro titulado: “La Educación Superior en el Siglo XXI: Nuevas características profesionales y científicas”, pretenden dar una visión pedagógica sobre algunos aspectos de la formación del profesorado e innovación universitaria.
 
En el ocaso del libro se presentan diversos planteamientos educativos y se recopilan los principales elementos que definen la formación a lo largo de la vidal.
 
Para ello se analizan de forma reflexiva diferente temáticas de gran valor para la formación universitaria como la inclusión, el aprendizaje colaborativo, las competencias digitales o la web social, entre otras muchas.
 
En su conjunto,la intención de la obra escrita es que las tecnologías 2.0. vayan trascendiendo las aulas universitarias tradicionales para la génesis de escenarios virtuales dinámicos de construcción y socialización del conocimiento global.
 

Via Edumorfosis
more...
No comment yet.
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

New Media Literacy: What Students Need to Know About Fake News

New Media Literacy: What Students Need to Know About Fake News | Ensino, Aprendizagem & Tecnologia | Scoop.it
Sometimes it seems as if educators can’t take on one more responsibility, and yet the scourge of fake news is not something that we can ignore. If we are to help our students to become critical and independent thinkers and responsible citizens, we need to empower them with the tools to take on fake news and other manipulative media.

Via Nik Peachey
more...
Quanah Zimmerman's curator insight, December 29, 2016 2:27 AM

The two best takeaways: "Google isn’t always right" and "Dealing with fake news is the responsibility of everyone."

Carol Hancox's curator insight, January 1, 12:26 AM
Digital literacy
Carol Hancox's curator insight, January 1, 12:28 AM
Digital Literacy
Rescooped by Cíntia Rabello from E-Learning, Formación, Aprendizaje y Gestión del Conocimiento con TIC en pequeñas dosis.
Scoop.it!

Top 100 - Innovaciones educativas

Top 100 - Innovaciones educativas | Ensino, Aprendizagem & Tecnologia | Scoop.it
El presente informe recoge los resultados del proyecto Top 100 Innovaciones Educativas 2016. Se trata de una amplia investigación que Fundación Telefónica ha llevado a cabo a lo largo de este año para identificar iniciativas educativas innovadoras, tanto nacionales como internacionales, que han demostrado su eficacia para mejorar las competencias de los estudiantes para enfrentarse…

Via Juan Jesús Baño Egea
more...
Dani_Pedagogía's curator insight, December 26, 2016 6:08 AM
#SCUNED16
Geemik Maria Açucena Da Silva's curator insight, December 27, 2016 9:12 AM
Le top 100 des innovations pédagogiques :
Fab Lab,  Genios,  Lab Network, New Teacher Center, Sharing Academy,  AporTICs, Circolab, Class of Clans, Eduloc, Gamestar(t),  Knowledge Constructors, Taller de Tecnología Creativa, Young Social Makers, Arbor, Concord Consortium, Curriki, Girls Who Code, Grupo Avatar,  iZ HERO, MadLab....

José Antonio Alemán Doural's curator insight, December 30, 2016 7:34 AM
Hay que enterarse...
Rescooped by Cíntia Rabello from Transformational Teaching and Technology
Scoop.it!

The Evolving Role of the Teacher

The Evolving Role of the Teacher | Ensino, Aprendizagem & Tecnologia | Scoop.it

More teachers today are providing opportunities for their students to connect and learn in powerful ways. There is an increasing focus on collaboration, competency-based learning, use of open resources, project-based learning, and learning environments are shifting to support these new opportunities. These shifts are accelerated by access to technology that has transformed how we learn and interact with one another.


Via Nik Peachey, Chris Carter
more...
Silvia Uzal Rguez.'s curator insight, December 14, 2016 4:40 PM
#SCEUNED16
Rob Hatfield, M.Ed.'s curator insight, December 16, 2016 8:36 AM
This is a new paradigm shift within ESL /ELL role of the teacher.
Almudena's curator insight, December 26, 2016 4:11 AM
The role of the teacher
Rescooped by Cíntia Rabello from Learning Technology News
Scoop.it!

10 Ways that Edtech is Transforming Education

10 Ways that Edtech is Transforming Education | Ensino, Aprendizagem & Tecnologia | Scoop.it

Education technology is constantly evolving. There may be drawbacks to the increasing presence of technology in the classroom; however, there are lots of benefits as technology keeps students engaged in the learning process while facilitating the teacher’s role in the classroom.


Via Nik Peachey
more...
Nik Peachey's curator insight, December 14, 2016 2:07 AM

A good short summary.

Phillip Morgan's curator insight, December 15, 2016 12:08 AM
Check out how ed-tech is transforming modern education.