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Rescooped by Vincent Martinet from Interactive Teaching and Learning
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How Mobile Learning Works

How Mobile Learning Works | ENT | Scoop.it
Ever wonder how mobile learning works? This is a quick guide to how it functions, what the methodology is behind it, and more.

Via Anne Whaits
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Anne Whaits's curator insight, August 28, 2013 8:52 AM

According to author, Saurabh Tyagi, the Framework for the Rational Analysis of Mobile Education (FRAME) model is used to describe the mobile learning process from three aspects:  Device, Learner and Social. It is the  interaction of Device, Learner and Social that attempts to define mobile learning, which itself is an ever-evolving process.Mobile capability can enhance learning by facilitating interaction and collaboration, creation of a learning community and providing access to a variety of online resources in real time.

Viljenka Savli (http://www2.arnes.si/~sopvsavl/)'s curator insight, September 9, 2013 3:20 AM

The main idea is: "To summarize it all, mobile capability helps in learning by facilitating interaction and collaboration, creation of a learning community and providing access to a variety of online resources in real time."

Viljenka Savli (http://www2.arnes.si/~sopvsavl/)'s curator insight, September 9, 2013 3:21 AM

The main idea is, "To summarize it all, mobile capability helps in learning by facilitating interaction and collaboration, creation of a learning community and providing access to a variety of online resources in real time."

Rescooped by Vincent Martinet from 21st Century Learning and Teaching
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20 Blogs about Mobile Learning You Should Know

20 Blogs about Mobile Learning You Should Know | ENT | Scoop.it
by staff writers at OnlineColleges.net Not even one decade ago, educators considered cell phones and laptops a most egregious classroom distraction. These days, though, many tech-savvy teachers act...

Via Gust MEES
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10 Ways That Mobile Learning Will Revolutionize Education

10 Ways That Mobile Learning Will Revolutionize Education | ENT | Scoop.it
Smartphones and tablet computers are radically transforming how we access our shared knowledge sources by keeping us constantly connected to near-infinite volumes of raw data and information.

 

Up until now, most people relegated “education” to a finite time in their lives: entering school at around five years old and attending school institutions all the way to university. Education had an expiration date, then working life began. This model, which has its roots in the industrial era, is quickly becoming less relevant or applicable to the way we live our lives in the connected age.

 

Read more:

http://www.fastcodesign.com/1669896/10-ways-that-mobile-learning-will-revolutionize-education

 


Via Gust MEES
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Konstantinos Kalemis's comment, June 2, 2012 6:14 AM
The primary purpose of the Enrichment/Gifted and Talented Curriculum is to challenge eligible students to think differently and critically through a variety of instructional approaches. Such instructional approaches may include brainstorming, cooperative learning, oral demonstrations and presentations, creative analytical writing, and creative problem solving techniques.
The primary goal for the teacher/facilitator is to determine a particular area of study. Such study may include short term tasks as well as long term projects. Instruction then focuses on refining and expanding previously learned skills through practice and application.
Content consists of ideas, concepts, descriptive information, and facts. Content, as well as learning experiences, can be modified through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials. If they master a particular unit, they need to be provided with more advanced learning activities, not more of the same activity. Their learning characteristics are best served by thematic, broad-based, and integrative content, rather than just single-subject areas. In addition, such concept-based instruction expands opportunities to generalize and to integrate and apply ideas. Middle and secondary schools are generally organized to meet student needs within content areas. Jacobs and Borland (1986) found that gifted students benefit greatly from curriculum experiences that cross or go beyond traditional content areas, particularly when they are encouraged to acquire an integrated understanding of knowledge and the structure of the disciplines.
Rescooped by Vincent Martinet from e-Ressources, pédagogie & Ecole pour tous
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EdTech: 100 Tech Tools for Teachers and Students | DailyTekk

EdTech: 100 Tech Tools for Teachers and Students | DailyTekk | ENT | Scoop.it

 

- Random and Cool

- Tools for Teachers

- Tools for Students

- Integrate Mobile Devices

- Online Learning & eLearning

- Social Learning

- Test Prep

- Textbooks

- Games that Teach

- Miscellaneous / Others


Via Juhani Tapanainen, Timo Ilomäki, Felix Jacomino, Naomi Harm, James Stanforth, safaa mostafa, Juergen Wagner, Laurent Blanquer, Délégation Académique au Numérique Educatif - Académie de Nice
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Rescooped by Vincent Martinet from 21st Century Learning and Teaching
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BYOD: Mobile security stats

BYOD: Mobile security stats | ENT | Scoop.it
OpenDNS and the Ponemon Institute teamed up to create a unique infographic that provides statistics on one of the most concerning topics in the industry.

 

Gust MEES

 

Please check my FREE courses and curations here to get smart and don't forget "Forewarned is Forearmed"!

 

- http://gustmees.wordpress.com/2012/07/07/bring-your-own-device-advantages-dangers-and-risks/

 

- http://gustmees.wordpress.com/category/get-smart-with-5-minutes-tutorials/

 

- http://gustmeesen.wordpress.com/2012/03/16/beginners-it-security-guide/

 

- http://www.scoop.it/t/ict-security-tools

 

- http://www.scoop.it/t/securite-pc-et-internet

 

- http://www.scoop.it/t/apps-for-any-use-mostly-for-education-and-free

 

           ===> Be aware of the malware!!! <===

 

Read more:

http://www.scmagazine.com/mobile-security-stats/slideshow/805/#0

 


Via Gust MEES
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Rescooped by Vincent Martinet from 21st Century Learning and Teaching
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10 Ways That Mobile Learning Will Revolutionize Education

10 Ways That Mobile Learning Will Revolutionize Education | ENT | Scoop.it
Smartphones and tablet computers are radically transforming how we access our shared knowledge sources by keeping us constantly connected to near-infinite volumes of raw data and information.

 

Up until now, most people relegated “education” to a finite time in their lives: entering school at around five years old and attending school institutions all the way to university. Education had an expiration date, then working life began. This model, which has its roots in the industrial era, is quickly becoming less relevant or applicable to the way we live our lives in the connected age.

 

Read more:

http://www.fastcodesign.com/1669896/10-ways-that-mobile-learning-will-revolutionize-education

 


Via Gust MEES
more...
Konstantinos Kalemis's comment, June 2, 2012 6:14 AM
The primary purpose of the Enrichment/Gifted and Talented Curriculum is to challenge eligible students to think differently and critically through a variety of instructional approaches. Such instructional approaches may include brainstorming, cooperative learning, oral demonstrations and presentations, creative analytical writing, and creative problem solving techniques.
The primary goal for the teacher/facilitator is to determine a particular area of study. Such study may include short term tasks as well as long term projects. Instruction then focuses on refining and expanding previously learned skills through practice and application.
Content consists of ideas, concepts, descriptive information, and facts. Content, as well as learning experiences, can be modified through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials. If they master a particular unit, they need to be provided with more advanced learning activities, not more of the same activity. Their learning characteristics are best served by thematic, broad-based, and integrative content, rather than just single-subject areas. In addition, such concept-based instruction expands opportunities to generalize and to integrate and apply ideas. Middle and secondary schools are generally organized to meet student needs within content areas. Jacobs and Borland (1986) found that gifted students benefit greatly from curriculum experiences that cross or go beyond traditional content areas, particularly when they are encouraged to acquire an integrated understanding of knowledge and the structure of the disciplines.