It maybe useful to distinguish the types of learner that we are promoting a connectivist model towards. Learners who are experienced in a particular domain can pull knowledge from a variety of sources to interact with existing schema. Having some domain knowledge already allows them to create the interaction independently.
"This report provides some intriguing suggestions for designers of blended and online learning. As the report states:
The examples of initiatives discussed ….. may be used as inspiration for course teams, departments or institutions to explore innovative practices.
It is clear that universities are going to change, not just because technology is at last beginning to radically shake up how we design courses, but also because the needs of learners are changing. In the end, the value of any new online pedagogy will be judged by how well it helps meets these needs. This report provides many useful ideas and examples that should help stimulate such developments."
You want to teach with what’s been proven to work. That makes sense.
In the ‘data era’ of education that’s mean research-based instructional strategies to drive data-based teaching, and while there’s a lot to consider here we’d love to explore more deeply, for now we’re just going to take a look at the instructional strategies themselves.
The way children use technology is very different from adults. This gap makes it difficult for parents and educators to fully understand the risks and threats that children could face online. As a result, adults may feel unable to advise children on the safe and responsible use of digital technologies. Likewise, this gap gives rise to different perspectives of what is considered acceptable behaviour.
It's 2017. Communication is changing fast (my 7-yr old daughter and I just exchanged Snaps while I am in Chicago and she is outside of Philadelphia in different time zones, with real-time interaction). Collaboration has evolved to
The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
This 13th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges, and detailed in succinct, non-technical, and unbiased presentations.
Digital intelligence or “DQ” is the set of social, emotional and cognitive abilities that enable individuals to face the challenges and adapt to the demands of digital life. These abilities can broadly be broken down into eight interconnected areas.
The integration of mobile technology in classrooms is no longer just a nice-to-have option in learning and development. Indeed, it has now become an essential part of the educational process for the 21st century generation…
Without a coherent and consistent theory to underpin learning, you risk each lesson or learning episode becoming a stand alone and random opportunity.
Our friends at Educational Technology and Mobile Learning have referred us to the excellent work of Instructional Design who have published a list of fifty of the most influential educational theories which inform the design of learning.
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