Maker classrooms are active classrooms. In active classrooms one will find engaged students, often working on multiple projects simultaneously, and teachers unafraid of relinquishing their authoritarian role. Collaboration between students is flexible and teachers experience a seamless metamorphosis between mentor, student, colleague, expert, and personal shopper, all in service of their learners."
In this guest post, Stephen Downes, Senior Researcher for the National Research Council of Canada and pioneer of major e-learning developments – such as MOOCs, syndicated learning and the concept of connectivism – introduces us to the next generation of learning technologies: ‘learning and performance support systems’. Launching in beta this month, the technology is expected to take the online learning experience to a whole new level.
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---except for the rug. Instead of the arrow-clutching American 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."
Why do I characterize this explanation as a flipped classroom and not flipped learning? Because, contrary to popular belief, these terms are not synonymous. Yet nearly every article written on these topics mistakenly equates them.
With the recent announcement of Google Classroom, school districts and educators across the country that are currently integrating Google Apps for Education into their classrooms are awaiting the opportunity to gain access to Google’s workflow solution. While there are currently a number of workflow solutions and approaches within Google Drive that classroom teachers can take that range from manual organization and file / folder sharingto advanced automation with tools such as Doctopus, Google Classroom provides a viable option that strikes a balance – blending tight integration with Google Drive, an intuitive interface and advanced features that experienced Google Drive users are looking for.
Chief executive of 9,000-member UK group argues that while 'authors' earnings are going down generally, those of publishers are increasing.
After figures released this week showed professional authors' median annual incomes have collapsed to to £11,000, The Society of Authors' chief executive has claimed that traditional publishers' terms "are no longer fair or sustainable".
Kuinka mobiilikuvaus ja visuaalisempi viestintä auttavat menestymään verkossa? Sosiaalisessa mediassa hyvä kuva on paras keino erottua päivitysvirrasta.
Tiivistetysti haluamme nähdä kuvia, joissa on tarinaa ja tunnetta. Arkikuvakin toimii somessa hyvin, jos siihen liittyy napakka tarina tai nokkela 140 merkin kiteytys. Kuva jää elämään etenkin silloin, kun se on osa isompaa kokonaisuutta. Päivityksestä toiseen tunnistettava tyyli, mieleen jäävä visuaalinen linja ja kuvakerronta ovat tapoja erottua verkossa meitä ympäröivästä visuaalisesta metelistä. Ylipäätään isot ideat kantavat.
"An annual report by The Open University said the current key challenge for education specialists is to engage thousands of learners in productive discussions while learning in a collaborative, online environment."
In traditional learning, teachers map out academic standards, and plan units and lessons based around those standards. In Genius Hour, students are in control, choosing what they study, how they study it, and what they do, produce, or create as a result. As a learning model, it promotes inquiry, research, creativity, and self-directed learning.
We know today’s students will have to create their jobs, not look for jobs. They will compete with others around the globe. They will have jobs replaced by outsourcing and technology if their skills are easily replicated or duplicated. To succeed, students will need creativity, communication, critical thinking, collaboration, and entrepreneurship.
They will need to be able to adapt to change, be resilient and able to work effectively in a variety of environments.
Before the internet we learned from institutions, friends, family and co-workers. Learning was a process largely influenced from local resources; schools, work, communities and civic activities. We also learned from media fed to us and media we sought in books, videos and sound. Our resources were limited by reach, access and choices.
Today the resources for learning are unlimited and for the most part free. Our reach to information is unlimited and access is 24/7 which expands the venue of choices. As a result we are all learning what we didn’t know but want to know and we are being taught by others that do know.
Widely understood to be essential to success in the workplace and modern life, digital literacy is beginning to emerge as a necessary component of curricula across the globe. As current undergraduates have never known a life without the internet, it’s only natural that universities should nurture their familiarity with technology, encouraging its use in teaching and learning. Instructors should also be prepared to offer guidance on what students aren’t as familiar with–turning their technical skills into skills for lifelong learning and employability.