The design of any learning space must be guided by sound principles of learning and the spaces need to be matched to the pedagogy of those who will use them. The most amazing space will fail to enhance learning if it does not suit the needs of its users. There is a danger in hoping that new learning spaces will transform tired pedagogy; a belief that is not reflected by experience.
Unshrouding the Mystery of Blended Learning The Mystery of Blended Learning Infographic summarizes what blended learning is. For many, blended learning is still a muddled concept. One may be basking away in the glory of facilitating learning via all sorts of devices – PCs, laptops, tablets and sm... http://elearninginfographics.com/mystery-blended-learning-infographic/
Unschooling, greater independence for the student and teacher, and getting in touch with our social and emotional selves are just some of the topics that have inspired educators and life-long learners.
"Second Year Running, Horizon Report Says FlipClass Ripe for Widespread Adoption
For the second year in a row, the widely recognized and revered annual report from New Media Horizons and the EDUCAUSE Learning Initiative cites the Flipped Classroom as being ready for widespread adoption on in the “0 to 1 year” time frame!"
The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning.
By far the most prevalent issue I see in schools struggling with their technology integration and implementation is the lack of a collective vision for how digital learning tools will be used to enhance learning. Schools often purchase software, computer devices, and technology-based learning systems because they are effective marketing tools for recruitment, or because they want to keep pace with the digital investments of rival institutions, or simply because they fear appearing outdated. None of these have to do with learning, of course, and inevitably are insufficient to smooth over the challenges that arise as digital tools enter classroom spaces.
Working with digital media materials implicitly entails a tacit knowledge about the different concepts related to copyright and fair use. I have always insisted through the posts I shared in the "copyright materials for teachers " section here in Educational Technology and Mobile Learning on the importance of teaching our students about how to properly credit sources and documents they grab from Internet.
- As more districts across the United States move to 1:1 initiatives, a common barrier is financial resources, and a common temptation is to regard these initiatives as technology enterprises rather than instructional transformations. In a three-year pilot project, the Boulder Valley School District (BVSD) addressed these challenges by implementing a creative approach designed to entice public funders by providing all students with equitable access to digital devices.
"Being able to focus on a page of text and assimilate the key information from it, without distraction, is a massively important skill and (unlike many technology skills) is one that you can only really gain in a classroom environment. The worry is that with a focus on technology these key and traditional skills will be left behind."
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