Smartphones and tablet computers are radically transforming how we access our shared knowledge sources by keeping us constantly connected to near-infinite volumes of raw data and information.
Up until now, most people relegated “education” to a finite time in their lives: entering school at around five years old and attending school institutions all the way to university. Education had an expiration date, then working life began. This model, which has its roots in the industrial era, is quickly becoming less relevant or applicable to the way we live our lives in the connected age.
Read more:
http://www.fastcodesign.com/1669896/10-ways-that-mobile-learning-will-revolutionize-education
Via Gust MEES
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The primary goal for the teacher/facilitator is to determine a particular area of study. Such study may include short term tasks as well as long term projects. Instruction then focuses on refining and expanding previously learned skills through practice and application.
Content consists of ideas, concepts, descriptive information, and facts. Content, as well as learning experiences, can be modified through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials. If they master a particular unit, they need to be provided with more advanced learning activities, not more of the same activity. Their learning characteristics are best served by thematic, broad-based, and integrative content, rather than just single-subject areas. In addition, such concept-based instruction expands opportunities to generalize and to integrate and apply ideas. Middle and secondary schools are generally organized to meet student needs within content areas. Jacobs and Borland (1986) found that gifted students benefit greatly from curriculum experiences that cross or go beyond traditional content areas, particularly when they are encouraged to acquire an integrated understanding of knowledge and the structure of the disciplines.