Myth: visuals are just decoration and don’t really impact learning. Fact: aesthetics have not only been proven to improve usability, but also to increase learning gains. Of course, this will depend on how well your visuals are designed...
Muy relevante aportación que presenta un contexto complejo de actuación muy relevante para nuestro 'ecosistema' educativo. Ofrece luz para tomar decisiones a la hora de plantear escenarios y, por lo tanto, secuencias, para el aprendizaje que deben ser repesados, yo diría que de manera urgente.,
Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing.
When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.
Begoña Iturgaitz's insight:
Añadir contexto significa relacionar la realidad con las experiencias de aprendizaje de nuestrx alumnx y sus conocimientos previos. Significa poner ese andamiaje que ayuda a crear productos únicos y compartidos con su entorno; bien sea porque ayuda a pensar con claridad y rigor, bien porque ayuda a crear un producto único y original, bien`porque ayuda a estructurar la lengua asociada a cualquier proceso.
One of the best ways a tech coach can reach teachers is to stop talking about technology.
It may seem counterintuitive, but focusing on technology can be alienating, especially for the skeptics and reluctant adopters.
“Sometimes when tech coaches step in to help, they’ll start with the technology — and they’re not speaking the same language teachers speak when they start talking about technology,” said peer coaching expert Les Foltos, who will present a webinar on “Coaching for Engaging and Active Technology Integration.”
As tech integration specialist Krista Moroder pointed out, most teachers don’t care about technology — nor should they. Teachers care about creating authentic learning experiences, and it’s up to coaches to show how technology can help them do that.
Begoña Iturgaitz's insight: I am currently designing a talk on tools for Language Teaching and after a lot of thinking decided to try the botom up track:: what I want to do and why it is relevant for my students and which means i could try for it. This insight reassures me on my way and offers me reasons to keep on doing this this way.. Definitely worthy reading!
In a seminal experience sampling study (EMS), Mihaly Csikszentmihalyi gave beepers to teenagers with instructions to write down what they were feeling and thinking whenever the devices went off. This simple technique, randomly checking in with students throughout the day, led to an epiphany about performance psychology, something Csikszentmihalyi defined as flow. Also a discovery about assessment was derived:
Quick check-ins over time can reveal an extraordinary amount about an individual or collection of individuals.
Experience sampling using technology, so revolutionary in the early 1990s, is pedestrian now. Instead of beepers, they use Twitter, Instagram, Wordpress, Google Plus, Tumblr, and Facebook -- though 25% fewer teens use FB now than in 2011. Even though the habit of updating a social network is organic to the Snapchat generation, this practice has only just begun to be exploited as a way of formatively assessing students.