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4 Sites You Must Explore to Write Notes While Watching Videos for Learning

4 Sites You Must Explore to Write Notes While Watching Videos for Learning | Learning@the_speed_of_change | Scoop.it
Online platforms are providing tools that not only enables you to make notes easily but also gives you access to other great features such..

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Becky Roehrs's curator insight, February 22, 12:53 PM

Vibby is new to me-will have to check out..

Willem Kuypers's curator insight, February 24, 8:59 AM
Très bon site pour l'utilisation de vidéos au cours. Entre autres, vibby pour choisir un segment d'une vidéo sur Youtube.
Jovi Buendia's curator insight, February 25, 12:53 PM
This is this is a great way to integrate the new CC ELD standards 
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Creative Commons unveils a new photo search engine with filters, lists & social sharing

Creative Commons unveils a new photo search engine with filters, lists & social sharing | Learning@the_speed_of_change | Scoop.it
Finding free and legal images to accompany your web content has never been difficult, thanks to Creative Commons. The nonprofit organization offers copyright..

Via Sarah McElrath, Mark E. Deschaine, PhD, Suvi Salo
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Oskar Almazan's curator insight, February 13, 8:55 PM
Finding free and legal images to accompany your web content has never been difficult, thanks to Creative Commons. The nonprofit organization offers copyright licenses that creators can use to share their work more broadly, while putting them in control of where and how their work can be used, how it should be attributed and more. Now the organization is making it easier to access this content with a new search engine, CC Search, launched into beta
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Harvard Tailoring the MOOC Experience With Adaptive Learning -- Campus Technology

Harvard Tailoring the MOOC Experience With Adaptive Learning -- Campus Technology | Learning@the_speed_of_change | Scoop.it
Harvard University has begun experimenting with the use of adaptive functionality in one of its massive open online courses (MOOCs). The initial finding is that students using the adaptive assessments learned more than those who didn't — and spent less time overall getting through problems.

Adaptive technology uses information gained as the learner interacts with the system to change up how a concept is presented by level of difficulty, order and types of help provided.

The experiment took place in a single HarvardX course, "Super-Earths and Life" (now available as an on-demand course), deployed in the current academic year.

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Google Released A New 3D Digital Story Telling Tool

Google Released A New 3D Digital Story Telling Tool | Learning@the_speed_of_change | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education

Via Bonnie Bracey Sutton, THE *OFFICIAL ANDREASCY*
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The Evolving Role of the Teacher

The Evolving Role of the Teacher | Learning@the_speed_of_change | 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, Alexandra Duarte, Mark E. Deschaine, PhD
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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
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The effect of MOOCs on our thinking about Higher Education

The effect of MOOCs on our thinking about Higher Education | Learning@the_speed_of_change | Scoop.it

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How The Activity Learning Theory Works

How The Activity Learning Theory Works | Learning@the_speed_of_change | Scoop.it
How The Activity Learning Theory Works 

Vygotsky’s earlier concept of mediation, which encompassed learning alongside others (Zone of Proximal Development) and through interaction with artifacts, was the basis for Engeström’s version of Activity Theory (known as Scandinavian Activity Theory). Engeström’s approach was to explain human thought processes not simply on the basis of the individual, but in the wider context of the individual’s interactions within the social world through artifacts, and specifically in situations where activities were being produced.

In Activity Theory people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals. In the social world there are many artifacts, which are seen not only as objects, but also as things that are embedded within culture, with the result that every object has cultural and/or social significance.

Tools (which can limit or enable) can also be brought to bear on the mediation of social interaction, and they influence both the behavior of the actors (those who use the tools) and also the social structure within which the actors exist (the environment, tools, artifacts). For further reading, here is Engeström’s own overview of 3 Generations of Activity Theory development. The first figure shows Second Generation AT as it is usually presented in the literature.

Via Gust MEES, Наталия Вяткина, Ines Bieler, Mark E. Deschaine, PhD
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manukadroopy's comment, August 30, 2016 5:36 AM
Thats interesting
Dr. Theresa Kauffman's curator insight, August 30, 2016 8:46 PM
This is a fascinating take on Vygotsky's work applied to modern technology. What do you think?
Jaydin Nies's curator insight, September 19, 2016 2:47 PM

Many times when we learn we use many tools. They may be our minds or they may be outside objects. This is how we put them together and use it for the better. 

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Herramientas para una educación interactiva

Herramientas para una educación interactiva | Learning@the_speed_of_change | Scoop.it
Estamos acostumbrados en contemplar los avances de la tecnología en tres aspectos principales: como mejora la televisión que estoy utilizando, que nuevas cualidades tiene mi auto y en qué forma ha …

Via Alfredo Calderón, juandoming
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Daniela Saldivar's curator insight, September 26, 2016 1:35 PM

Tendencias tecnológicas que se han implementado en la educación. 

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Idea to retire: Technology alone can improve student learning

Idea to retire: Technology alone can improve student learning | Learning@the_speed_of_change | Scoop.it
What does make a difference is how students use technology. When students use technology in passive ways to consume media, even educational media, the positive impact is limited. But when students use technology actively, as a tool to create, to design, to explore, and to collaborate, they enable new kinds of deep, often transformational, learning experiences.

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Nik Peachey's curator insight, July 25, 2016 12:26 AM

I hope this message starts to sink in.

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Visualizing the Global Network of Languages

Visualizing the Global Network of Languages | Learning@the_speed_of_change | Scoop.it
Interactive visualization uses translation data to explore connections among world languages
Via Dean J. Fusto, Mark E. Deschaine, PhD
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Key Tensions in the Field of Learning Analytics

Key Tensions in the Field of Learning Analytics | Learning@the_speed_of_change | Scoop.it

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The right conditions for creativity via "The Learner's Way"

The right conditions for creativity via "The Learner's Way" | Learning@the_speed_of_change | Scoop.it
According to Ken Robinson schools kill creativity. Since his 2006 TED talk
in which he asks ‘Do schools kill creativity?’ many teachers and thinkers
have pondered this question and vowed to bring creativity back to their
classrooms. Amongst the 21st Century skills that we aim to develop with our
students, creativity ranks high and is listed as one of the ‘Four C’s that
also include collaboration, critical thinking and communication.
Understanding and identifying the barriers to creativity and the conditions
which are essential for it to thrive is an important step in the process of
ensuring our students leave school with a capacity for creativity at least
equal to that which they arrive with.

Perhaps the most essential condition for creativity is permission. Our
students need to be given permission to be creative, to experiment and play
with ideas. Explicit permission to be creative includes acknowledgement
that this process will at times involve silliness, immaturity, mess and
mistakes. Not all of the ideas our students pursue will be world changers.
Many of their ideas will be dead ends and many will be heading in the wrong
direction. When we give our students permission to play with their ideas,
to share their most playful ideas we encourage them to retain the youthful
creativity that allows them to imagine countless new solutions and options.

A condition for creativity closely linked to permission is acceptance of
failure. Einstein puts it well ‘Anyone who has never made a mistake has
never tried anything new’. The danger is that creativity inherently
involves making mistakes and yet so much of the school system is about
avoiding mistakes. Assessment and testing is an important part of education
but they are a messaging system that acts against creativity. Risk taking
is discouraged by assessments where students are more likely to receive
positive results by taking a safe route. Generally speaking, in assessments
there is a known correct answer even if that correct answer is only known
by the teacher. The student’s goal is to present a response that closely
matches that correct answer and thus risk taking and creativity are
discouraged. Shifting how we think about assessments and their role within
learning may allow us to identify where this part of the process is
stifling creativity. Reimagining our assessments may allow us to encourage
and reward creativity and allow students to achieve the level of success
they deserve even when their responses do not match a preconceived image of
what a correct response is.

A third condition for creativity is time and it is this that is perhaps
most difficult for schools to provide. The creative process is one that is
ill served by fixed durations and schedules. It is an iterative process in
which ideas sometimes come together quickly and sometimes multiple attempts
are required. Unfortunately, most schools are such busy places that time to
do something over when it doesn’t work the first time is hard to find.
Creativity is a process that can rarely be kept to a distinct timeframe or
schedule. Inspiration does not always arrive in the first five to fifteen
minutes after commencing a project. Ideas need time to germinate, time to
take a walk and let things bubble away, time to sleep on it and see what
comes the next day. The time that the creative process requires is
difficult to show on a detailed teaching programme and as a result we tend
to stick to the times we allocate and move students on to the next task
even if the creative potential of the first has not been fully explored.

Creativity requires choice. A creative process must involve students making
choices about what they will do and how they will do it. Too often in
schools the creative process is stolen from the students by the teacher who
uses their planning time to imagine how their children will be creative.
The tasks that the students engage with produce pretty results but all
scope for creativity has been planned out of the task before the students
get near it. Creativity can not result in a class set of near identical
artworks, or stories, or songs or mathematical solutions. For teachers
giving students choice can be frightening. Some students may not engage
with the desired outcomes. Some students may require resources that were
not planned for. Some students may not finish at all and some will produce
results that are not as visually pleasing as the teacher had imagined. The
question is, are we preparing our students for a future in which creativity
is required and valued or for one in which they will be process workers
accurately following directions? Undoubtedly choice will be messy, hard to
plan for, difficult to assess, complex to schedule and yet the results will
reveal more about the students and their learning than tasks planned for
them.

Creativity deserves a structure that promotes it and scaffolds its
development. Divergent thinking is a wonderful thing but at some point
students need to be able to move from many ideas to the one they will bring
to fruition. Convergent thinking is an essential part of creativity and it
is in this process that students and teachers often struggle. Students have
difficulty evaluating their ideas and fine tuning them to one that has the
best chance of fulfilling their needs. Teachers are too quick to intervene
and make the decision for their students. Utilising a structure such as a
‘Design Thinking’ provides a way of moving forward and experience with the
application of such models allows students to identify times where
divergent thinking is required and those that require convergence. This
process needs to be one that occurs individually and as part of a
collaborative process such that students learn to share their ideas with a
group and accept when the group makes choices that do not include their
ideas.

Creativity needs an audience. Too often students develop their ideas for an
audience of one; their teacher. The creative endeavours of our students
deserve a larger audience, an audience that will celebrate and critique the
results while providing multiple perspectives. Providing a real audience
for student creativity lifts the stakes and encourages students to see
their efforts as a contribution to something bigger than a class
assignment. The risk taking that comes with sharing creative ideas widely
can at first be intimidating but students who experience this regularly and
from an early age are more likely to embrace this experience and benefit
from the rich feedback it provides. Real audiences in today’s connected
world can be global and opportunities for dialogue and engagement with a
global audience brings new opportunities. Real audiences can and should
include experts from the field that students are learning in and these
connections may extend learning far beyond the expertise available to
students through the classroom.

Creativity is best served by a culture that values it. Ultimately the sum
total of our beliefs, attitudes and behaviours will define our cultural
valuing of creativity. Encouraging creativity begins with what we say and
what we do to support it but the ultimate success of our endeavours will be
measured by the degree to which creativity becomes a part of the culture of
a school.

Via Tom D'Amico (@TDOttawa)
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Reality Editor

Reality Editor | Learning@the_speed_of_change | Scoop.it
A new kind of tool for empowering you to connect and manipulate the functionality of physical objects.

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Harnessing the Incredible Learning Potential of the Adolescent Brain | #LEARNing2LEARN #Research

Harnessing the Incredible Learning Potential of the Adolescent Brain | #LEARNing2LEARN #Research | Learning@the_speed_of_change | Scoop.it
“[Adolescence is] a stage of life when we can really thrive, but we need to take advantage of the opportunity,” said Temple University neuroscientist Laurence Steinberg at a Learning and the Brain conference in Boston. Steinberg has spent his career studying how the adolescent brain develops and believes there is a fundamental disconnect between the popular characterizations of adolescents and what’s really going on in their brains.

Because the brain is still developing during adolescence, it has incredible plasticity. It’s akin to the first five years of life, when a child’s brain is growing and developing new pathways all the time in response to experiences. Adult brains are somewhat plastic as well — otherwise they wouldn’t be able to learn new things — but “brain plasticity in adulthood involves minor changes to existing circuits, not the wholesale development of new ones or elimination of others,” Steinberg said.

 

The adolescent brain is exquisitely sensitive to experience,” Steinberg said. “It is like the recording device is turned up to a different level of sensitivity.” That’s why humans tend to remember even the most mundane events from adolescence much better than even important events that took place later in life. It also means adolescence could be an extremely important window for learning that sticks. Steinberg notes this window is also lengthening as scientists observe the onset of puberty happening earlier and young people taking on adult roles later in life. Between these two factors, one biological and one social, adolescence researchers now generally say the period lasts 15 years between the ages of 10 and 25.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Brain

 

Use #Andragogy UP from 11 years:

 

 https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/

 


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Walter Gassenferth's curator insight, November 5, 2016 2:44 AM

Useful post, presenting an interesting vision of the theme. For those who speak Portuguese or Spanish I also recommend the site http://www.quanticaconsultoria.com

Koen Mattheeuws's curator insight, November 5, 2016 7:04 AM
The problem is that many high schools confuse “challenging work” with “amount of work.”
Lon Woodbury's curator insight, February 22, 10:00 AM

It seems like boredom is deadly to the learning process and that's exactly what high school students report is what is happening to them in most schools - The lack of challenge. k-Lon

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Open Education Group #openED #OER #edtech #higherED

Open Education Group #openED #OER #edtech #higherED | Learning@the_speed_of_change | Scoop.it

The Open Education Group is an interdisciplinary research group that (1) conducts original, rigorous, empirical research on the impact of OER adoption on a range of educational outcomes and (2) designs and shares methodological and conceptual frameworks for studying the impact of OER adoption.


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Low-power special-purpose chip could make speech recognition ubiquitous in electronics

Low-power special-purpose chip could make speech recognition ubiquitous in electronics | Learning@the_speed_of_change | Scoop.it
The butt of jokes as little as 10 years ago, automatic speech recognition is now on the verge of becoming people's chief means of interacting with their principal computing devices.

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Behind Singapore’s PISA rankings success – and why other countries may not want to join the race

Behind Singapore’s PISA rankings success – and why other countries may not want to join the race | Learning@the_speed_of_change | Scoop.it
The role of private tuition plays a part in the overall success of students in Singapore, with around 80% of primary-school children having at least three hours of private tuition a week.

Via Adrian Bertolini, Mark E. Deschaine, PhD
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Adrian Bertolini's curator insight, December 10, 2016 9:00 PM
That’s right. Eight out of ten primary school aged students in Singapore receive private tuition, either by way of private tuition or coaching colleges. So we actually have NO idea of the effect of just the schooling. But go ahead media and government - keep having a go at our education system
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Open badges | Joyce Seitzinger | TEDxRosalindParkED

Open Badges. Because learning is learning wherever it happens. Joyce Seitzinger is an education technologist and learning designer with 15 years experienc

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Interactive IPA Chart

Interactive IPA Chart | Learning@the_speed_of_change | Scoop.it
Click on the symbol to hear the sound

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Shona Whyte's curator insight, September 29, 2016 3:18 PM
Just came across this while looking for feedback on Russian vs English /h/ (velar versus glottal, as it turns out)
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Argument Analysis Platform. Create and analyze argument maps online.

Argument Analysis Platform. Create and analyze argument maps online. | Learning@the_speed_of_change | Scoop.it
Argument analysis and mapping platform

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Online Grammar Tools

Online Grammar Tools | Learning@the_speed_of_change | Scoop.it

I hope you enjoy these sites and find them useful. If you want more grammar related sites just click the link to see more Grammar links


Via Nik Peachey, Vladimir Kukharenko
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DocBiodiv's curator insight, July 25, 2016 10:13 AM
Allez, on révise son anglais et en particulier la grammaire !
Educity Pedagogy's curator insight, July 27, 2016 12:24 AM
I hope one another website to provide study material for banking sector, see it  http://www.oureducity.com/
Arizona State University, Claire McLaughlin's curator insight, July 27, 2016 11:29 AM
These sites can be useful for ESL/EFL students.  Videos of grammar explanations and exercises in Grammar Flip can be helpful for independent practice.
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elearnspace › Adaptive Learners, Not Adaptive Learning

elearnspace › Adaptive Learners, Not Adaptive Learning | Learning@the_speed_of_change | Scoop.it
Basically, we have to shift education from focusing mainly on the acquisition of knowledge (the central underpinning of most adaptive learning software today) to the development of learner states of being (affect, emotion, self-regulation, goal setting, and so on). Adaptive learners are central to the future of work and society, whereas adaptive learning is more an attempt to make more efficient a system of learning that is no longer needed.

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Nik Peachey's curator insight, July 25, 2016 12:34 AM

Very good short article on adaptive learning.

Dr. Theresa Kauffman's curator insight, July 27, 2016 9:28 AM
An interesting article about developing the mindset of the learner to be adaptive. I have to think about this some more, but what do you think?
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Journal of Learning for Development - JL4D

Open journal - JL4D provides a forum for practitioners and academics working in education and development to share knowledge and experience 


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University workforces need to evolve fast to meet big challenges

University workforces need to evolve fast to meet big challenges | Learning@the_speed_of_change | Scoop.it
Universities need to change quickly to be successful in attracting students in an increasingly competitive environment.

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How Productive Failure Leads to Better Learning 

How Productive Failure Leads to Better Learning  | Learning@the_speed_of_change | Scoop.it
Building something from nothing and sharing it with the world, in whatever your medium may be, requires a lot of bravery. I’ve chronicled both my own idea prison and some of my attempts to free myself before. But lately I’ve noticed the “prison of your own ideas” sneaking up on me in a new way: That apprehension about whether or not our work is any good can stop us from learning new skills that can challenge us and help us grow as people.

Via Nik Peachey, Yasemin Allsop, Chris Carter
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Stewart-Marshall's curator insight, February 23, 2016 12:21 AM

Getting out of your comfort zone is essential for growth. Some good insights in this article.

Tony Guzman's curator insight, February 25, 2016 10:21 AM

This Albert Einstein quote truly shares the main point of this article: “Everyone sits in the prison of his own ideas; he must burst it open.”

Chris Lawrence's curator insight, February 29, 2016 1:49 PM

For all my fellow perfectionist out there.