His conferences at TED have more than 25 million of views and he is considered one of today's most prominent voices in the world of education. Learning World producer, Aurora Vélez, met Sir Ken Robinson in Paris to talk about talent, innovation and educational challenges as part of Learning World on "XXI Century Education"
Daniel Goleman, in his article “Leadership That Gets Results”, has identified six different leadership styles, and he believes that good leaders will adopt one of these six styles to meet the needs of different situations.
None of the six leadership styles by Daniel Goleman are right or wrong – each may be appropriate depending on the specific context. Whilst one of the more empathetic styles is most likely to be needed to build long-term commitment, there will be occasions when a commanding style may need to be called upon, for example, when a rapid and decisive response is required.
Facebook, Twitter, and other platforms did not provide new outlets for the discussion of the Snowden-NSA revelations. People who thought their social media friends disagreed with them were less likely to discuss the issues in person and online.
One of the best perks of supporting the Los Angeles Central Library is advanced notice of the readings and talks coming through town as part of their ALOUD program. A few months ago, when I noticed that danah boyd was going to be talking about her recent book, “It’s Complicated: The Social Lives of Networked Teens,” with USC Professor and Connected Learning pioneer, Henry Jenkins, I snapped up a ticket. The talk took place at the end of July, and the ideas that these two scholars expressed about how young people are interacting with digital tools are still rattling around in my mind, inviting further exploration.
While boyd and Jenkins geared their talk largely toward parents, allaying their fears about the hours their children spent on social media sites they did not fully understand, I kept yearning for the conversation to turn its focus toward teachers and the ways that students’ digital lives could be translated into powerful learning opportunities. Formal educational sites were mentioned in passing when boyd referenced the “hierarchies of school” that dampened innovative digital learning in classrooms and relegated it largely to after-school spaces. While many scholars are wary about the role that classrooms can play as sites for powerful digital learning, citing the difficulties that come with bothersome constraints like standards and testing, I would like to re-introduce them to the dialogue and show how three of boyd and Jenkins’ main points could serve as catalysts for continued conversation among educators about helping students build personal, academic, and civic connections through digital tools.
Los e-books han causado un gran impacto desde su llegada a las pantallas de las tablets y los teléfonos portátiles. Sin embargo, aunque esta tecnología ha impactado con fuerza en los usuarios, todavía no ha incidido en las editoriales como el impacto del formato mp3 en la industria musical, hace ya casi dos décadas. El golpe…
Un reciente informe del Grupo de Expertos de Alto Nivel sobre Alfabetización de la UE ofrece un dato preocupante en el contexto europeo: “1 de cada 5 adultos y 1 de cada 5 adolescentes de 15 años tienen dificultades para leer y escribir“. A lo largo de mi trayectoria profesional, tanto en el ámbito de la formación como de la investigación educativa, he podido encontrarme con personas que, en diversos contextos, han pronunciado la expresión con la que encabezo este post: “me cuesta leer y escribir”. Al revisar los datos del citado informe espontáneamente reviví algunas de sus historias, pues las cifras siempre tienen rostro. Son trayectorias vitales y profesionales que, debido al déficit en competencias básicas de ciudadanía, en este caso la competencia de comunicación lingüística, mantienen siempre una puerta abierta a la vulnerabilidad en la Sociedad del Conocimiento.
Estamos habituados, sobre todo el profesorado, a publicar en revistas (si son de impacto mejor). Este proceso suele llevar entre uno y dos años desde que se ha escrito lo realizado en la experiencia (hay que redactarlo de forma empírica, un plazo para la presentación, un plazo para la revisión y un plazo para la publicación). El objetivo de publicar es que la comunidad científica, en este caso el profesorado, conozca conocimiento útil para aplicarlo. En definitiva se divulga para mejorar la propia innovación educativa.
Esto es un contrasentido, ya que el impacto real de una publicación en una revista es muy limitado, debido principalmente al retraso en salir la publicación y al acceso restringido a muchas de ellas. Sin embargo, hay otras formas de divulgar su trabajo, incluso desde antes de comenzarlo. Veamos algunas formas:
WhatsApp, Instagram, Twitter… cualquier excusa es buena para desviar la atención del aburrido mundo que nos rodea para zambullirnos en la magia de cartón piedra de un mundo irreal, con amigos a los que realmente no conocemos y a los que, sin embargo, dedicamos más tiempo que a los que son amigos de carne y hueso desde hace años.
"Classroom technologies such as smartphones, tablets, computers, and wireless internet access offer exciting opportunities to enhance and deepen the learning process. However, using technology in the classroom can also bring multiple distractions to students. Without your proactive supervision, students might access games, web pages, and social networking sites as you deliver instruction.
As an educator, how can you confront this dilemma? Read on to learn the various ways on how you can minimize the digital distraction in your classroom."
A research study about research studies comes up with a cautionary finding.
For more than a decade, school reformers have said that education policy should be driven by “research” and “data,” but there’s a big question about how much faith anyone should have in a great deal of education research. This is so not only because the samples are too small or because some research projects are funded by specific companies looking for specific results, but because in nearly all cases, it appears that nobody can be certain their results are completely accurate.
“I would love to believe that every single person doing education research around the world has ethics that are as pure as the driven snow,” Plucker said. “[But] the law of averages tells us there’s something out there.”
"So what does the Slow movement mean for education? It asks us to reimagine what it means to be a community of learners. It requires us to admit to, and evaluate the organic, messiness of learning. It requires admitting that a large part of what is happening isn’t good for our children, our teachers, or our communities. Rather than a top down industrialized and homogenized assembly line of education, we need a grass roots development of education that takes into account what real learning looks like and what children really need.
"Instead we need a reimaging of what learning can be: Slow Education. As Honore states, “We are doing a great disservice to our children by pushing them so hard to learn things earlier and earlier and by keeping them so busy. They need time and space to slow down, to play, to be children. Across the world, parents, politicians, adults in general are so anxious about children nowadays that we have become too interventionist and too impatient; we don’t allow them enough freedom. “
"Schooling and institutionalized education have become removed from true, instinctual, and human/humane learning. Humans have been learning since the beginning of time with major discoveries and innovations historically and currently emerging in spite of school. This is the biggest problem I have with schools – most are contrived and coercive and do not honor the innate human need and desire to learn, discover, and evolve."