Currently our EU-funded Learning Layers (LL) project is preparing itself for the Design Conference of the Year 2, which will take place in March in Espoo (next to Helsinki) in Finland. We will be discussing issues of Co-Design, Evaluation and Exploitation. Surely, our work with the Learning Toolbox will be high on the agenda. But, as the name of the event says, we should consider, what is important regarding design, transfer of innovations and scaling up of innovations.
I joined Audrey Watters, Philipp Schmidt, Stephen Downes, and Jeremy Friedberg in Toronto last week, to give a talk at Digital Learning Reimagined, an event hosted and organized by Ryerson University s Chang School.
This is the first of five posts on ‘open-ness’ in education for my online open textbook, Teaching in a Digital Age, covering:
open education, open access and open universities (this post)open educational resourcesopen textbooks, open research and open datathe implications of ‘open’ for course and program designa scenario for a post-graduate program based on an approach to ‘open’ design.
Earlier today in an interview for Sponge UK, I was asked the question: During your career in educational technology, what single innovation do you consider the most important? On the face of it, this could be quite a difficult question to answer, simply because I have been involved in the study of educational technology since 1976, almost 40 years. As you would expect, during that time I have seen many innovations and rapid changes.
Does eportfolio promote a deep learning approach and self-regulation of learning on pre-service teachers in Children Education? In order to find out this question a learning designed eportfolio strategy was used in order to cope with the demands of teachers training in the department of Pedagogy of Rovira i Virgili University.
El proyecto de innovación educativa "FORMapps" para la experimentación de nuevas metodologías en la formación permanente del profesorado a través de los dispositivos móviles. Con el fin de mejorar un proceso formativo que unifique actuaciones, se ha creado esta web con diversos formularios, tutoriales, presentaciones y recursos que aporten una guía coherente de implantación, haciendo especial hincapié en metodologías activas a través de soportes digitales en combinación con otros recursos y estrategias: aprendizaje basado en proyectos, trabajo en grupo, competencias básicas...
Pertenezco al equipo de investigación del Proyecto de Educación y Nuevas Tecnologías (PENT) y, en el marco de la investigación “Educación en línea: tendencias y nuevas experiencias”, me encuentro desarrollando mi tesis de maestría en Procesos Educativos Mediados por Tecnología en el Centro de Estudios Avanzados de la UNC. El presente trabajo sistematiza mis avances respecto a la definición del problema de tesis y la construcción del marco teórico.
1. Congratulations to the following seven individuals who completed a doctoral degree in 2014. 2. It s always interesting to explore literature outside of peer-reviewed journals to explore how early career colleagues are thinking about a topic. 3.
My last post was about integrating technologies into education. This post examines some of the categories of technology and the places they might occupy when they are integrated into the learning process. It's important for teachers to consider that integrated technology can provide a doorway to deeper learning, characterised for example in critical analysis and personal reflection. A journal article by Kirk and Pitches (2013) is a useful starting point, because they identify three specific categories of technology that have a place in contemporary learning.
What is micro-learning? When and where does it work well? What characteristics define micro-learning?In this post, I have looked at micro-learning from the point of view of efficacy as well as applicability
Via Juan Jesús Baño Egea
Massive Open Online Courses, or MOOCs, took the world by storm in 2012. After years of experimentation at the fringes of higher education, prestigious universities from around the world progressively surged…
I am currently in Kuala Lumpur doing a keynote at the 5th International Personal Learning Environment (PLE) conference. The focus of my talk is on the notion of ‘PLE+’, i.e. I want to argue that we are entering a third phase of learning environments; the first are Virtual Learning Environments (where tools are provided by the institutional system, and where the teacher chooses which are used for their courses), the second are Personal Learning Environments (where learners create their own learning space, mixing and matching institutional tools with cloud-based tools). The third generation, PLE+, builds on this and relates to the impact of ‘The Internet of Things’, and seamless learning across different contexts, surfaces and devices; in other words, learning across digital and physical spaces.
There is much talk about openness in education. Most of us by now are familiar with open learning, and many could describe their use of open source software such as Moodle, Mahara, Linux or Open Office. Many can also articulate what open educational resources look like, and have knowledge of Massive Open Online Courses - otherwise known as MOOCs. How many though, are familiar with the concept of open scholarship?
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