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i4S POSTERS - IPAD 4 SCHOOLS

i4S POSTERS - IPAD 4 SCHOOLS | SciTEACH21Cscoop | Scoop.it
JUST ONE TOPIC AT A TIME

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JoAnn Delaney's insight:

Great posters

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Lisa Garosi's curator insight, July 25, 2013 7:50 PM

we all need a refresher on how to project images off our iPads. 

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Growth Mindset: Personal Accountability and Reflection

Growth Mindset: Personal Accountability and Reflection | SciTEACH21Cscoop | Scoop.it
I am an adjunct faculty for several teacher education and educational technology programs.  I have been so for a few decades.  During that time I have noticed the changing nature of student behavio...

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Ian Berry's curator insight, September 14, 6:44 PM

Accountability is one side of the coin. Appreciation is the other. Be accountable today and show appreciation to others being accountable and today and every day in every way will be better

Miep Carstensen's curator insight, September 14, 11:33 PM

This graphic looks ideal for prompting student reflection and self evaluation.

 

Pamela Perry King's curator insight, September 16, 3:50 PM

Great tips to see if you are using a growth mindset!

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Miami Device – Mobile Learning Event

Miami Device – Mobile Learning Event | SciTEACH21Cscoop | Scoop.it

Miami Device is about learning. Its goal is for more students to be authentically engaged as a result of passionate, well-trained educators who want to be masters of their craft. These teachers are willing to explore and embrace best practices for today andtomorrow and understand the importance of student-centered learning. Project/Problem/Challenge Based Learning, 21st Century Skills, Common Core Standards, Classroom Flipping, and Game Based Learning, with the support of Mobile Devices, is the “curriculum” of Miami Device.

 

Please join us November 6 & 7, 2014 for an unforgettable learning experience featuring the best of the best in the EdTech world!


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PBL Ideas

BIE Tools – PBL Project Search  – Here you will find a collection of 450 proven lesson plans to set any PBL desire into action. Look at the database found on the right hand side of the page. ...

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10 Team-Building Games That Promote Collaborative Critical Thinking

10 Team-Building Games That Promote Collaborative Critical Thinking | SciTEACH21Cscoop | Scoop.it
10 Team-Building Games That Promote Collaborative Critical Thinking

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Amy Burns's curator insight, July 4, 7:27 AM

Possible entry event activities.

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Should I teach problem-, project-, or inquiry-based learning?

Should I teach problem-, project-, or inquiry-based learning? | SciTEACH21Cscoop | Scoop.it
Lately, there have been a bunch of buzzwords floating around the education world that all seem to mean the same thing. You’ve probably heard them: problem-

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Amy Burns's curator insight, July 14, 7:29 AM

I like the way the author easily defines the three and gives links for further understanding.

TWCLibrary's curator insight, July 16, 7:25 PM

Good definition of all three and includes links to examples

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NoTosh - Googleable vs Non-Googleable Questions

NoTosh - Googleable vs Non-Googleable Questions | SciTEACH21Cscoop | Scoop.it
'Essential questions' are all too often lower order. And not that essential.

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Amy Burns's curator insight, August 21, 6:48 AM

I have been researching driving questions and happened upon this article.

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Driving Questions - YouTube

Driving Questions - YouTube | SciTEACH21Cscoop | Scoop.it
Learn more about Project Based Learning (PBL) at : http://bie.org/. For many teachers, one of the trickiest parts of designing a project is coming up with a ...

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Amy Burns's curator insight, August 21, 3:40 PM

Helpful webinar that thoroughly examines driving questions, from purpose to writing. 

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Personalized PBL: Student-Designed Learning

Personalized PBL: Student-Designed Learning | SciTEACH21Cscoop | Scoop.it
Project-based learning may be the best vehicle for personalized learning as teachers move beyond "course-based" approaches and open the way for student-designed curriculum.

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Kim Flintoff's curator insight, August 21, 9:13 PM

An art teacher and I (drama teacher) started to use a negotiated approach with students about 15 years ago.  By working with students to be aware of curriculum expectations and discussing "what would this look like" we assisted students with developingntheir own learnign pathways and expressions of their learning - in keeping with the legislated requirements of curriculum.  I've also noted over the years that elements of the International Baccalaureate - particularly the project work from MYP - reflects a similar approach.

Without reference to research literature, I'd speculate that this speaks to engagement, authenticity and relevance... and needn't be confined to K-12 contexts.... well-documented project work could be conducted outside the confines of formal classes and evidenced against formal assessment criteria.

Durriyyah Kemp's curator insight, August 22, 11:10 AM

Project-Based Learning is a great vehicle for allowing student to gain social and emotional learning (SEL) skills.  The five core competency skills for SEL (self-awareness, social awareness, relationship skills, responsible decision-making, and self-management) can be easily integrated into any project-based learning opportunity.

Edgar Mata's curator insight, August 25, 12:48 AM

El alumno determina los proyectos en los cuáles va a trabajar.

 

La gestión es compleja pero los resultados lucen prometedores.

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We need to learn how to connect - Harold Jarche

We need to learn how to connect - Harold Jarche | SciTEACH21Cscoop | Scoop.it

 "Work and learning today is all about connecting people."


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jodybowie.com: The Eight Tenets of #Connectivism


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Ana Cristina Pratas's curator insight, July 19, 2013 4:53 AM
  1. Learning and knowledge rests in diverse opinions; Learning is a process of connecting specialized nodes or information sources
  2. Learning may reside in non-human appliances
  3. Capacity to know more is more critical than what is currently known
  4. Nurturing and maintaining connections is needed to facilitate continual learning
  5. Ability to see connections between fields, ideas, and concepts is a core skill
  6. Currency (accurate and up-to-date knowledge) is the intent of all connectivist learning activities
  7. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision
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Reflections on Connectivism and CoPs - YouTube

Culmination for INSDSG 602

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A Presentation at MIT, by George Siemens

A Presentation at MIT, by George Siemens | SciTEACH21Cscoop | Scoop.it
(UPDATE on 7/29/2013: This talk was recorded and is available as a huge .mp4 file here.) George Siemens, one of the originators of the connectivist MOOC model, was on the MIT campus for a talk last...

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grainnehamilton's curator insight, August 1, 2013 10:32 AM

Fascinating insight into the original thinking behind MOOCs, connectivist learning and 'meeting the knowledge needs of a complex era' by one of the originators of MOOCs and author of the Connectivism learning theory. Open Badges are mentioned in relation to accreditation in this complex era and for amplifying the value of it through micro-credentialling - targeting specific tasks rather than a broad knowledge system.

Joao Augusto Ramos e Silva's curator insight, August 11, 2013 10:47 PM

Apresentação do George Siemens ao MIT.

João Augusto

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The Semantic Condition: Connectivism & Open Learning - Stephen Downes

In this talk I talk about the four major conditions, and four major design parameters, of massive open online courses - diversity, autonomy, openness and intera

Via Ana Cristina Pratas
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25 Signs You Might Be A 21st Century Teacher

25 Signs You Might Be A 21st Century Teacher | SciTEACH21Cscoop | Scoop.it
25 Signs You Might Be A 21st Century Teacher

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Ivon Prefontaine's curator insight, September 17, 11:22 AM

The list is totally focused on digital technologies. I think clouds are a good thing from a poetic perspective. They are helpful when it comes to saving my work, as well. We have too many people and teachers who think that clouds are instrumental and digital only.

 

@ivon_ehd1

Carol Rine's curator insight, September 18, 9:42 AM

#3 is my Favorite! Whoop Whoop! for the #Blogosphere! @MCherryStreet

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EdTech Educators Helping Each Other: edshelf and Miami Device

EdTech Educators Helping Each Other: edshelf and Miami Device | SciTEACH21Cscoop | Scoop.it
Watch this Google Hangout with Mike Lee the Co-Founder of edshelf, and Felix Jacomino from Miami Device. During this hangout, we talked about the Miami Device conference and the #SaveEdShelf Kickst...

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Grit Happens in PBL

Grit Happens in PBL | SciTEACH21Cscoop | Scoop.it
Looking for practical applications of grit? Try project-based learning and move beyond character education to teach students how stuff gets done in the real world.

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Amy Burns's curator insight, July 2, 8:08 AM

Grit Happens! -Alfred Solis

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Project-Based Learning Through a Maker's Lens

Project-Based Learning Through a Maker's Lens | SciTEACH21Cscoop | Scoop.it
The messy, hands-on Maker classroom is perfect for a PBL unit when the teacher is willing to collaborate, tinker, fix, break, and rebuild alongside students.

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Amy Burns's curator insight, July 14, 7:31 AM

Wonderful links to explore further.

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8 Needs For Project-Based Learning In The 21st Century

8 Needs For Project-Based Learning In The 21st Century | SciTEACH21Cscoop | Scoop.it
8 Needs For Project-Based Learning In The 21st Century

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Amy Burns's curator insight, August 7, 7:37 PM

A different way of looking at Project Based Learning. 

Le Dong Phuong's curator insight, August 21, 3:18 AM

8 nhu cầu về học tập theo dự án trong thế kỉ 21

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PBL Series... Driving Questions: Students Uncovering Amazing Content Through Inquiry

PBL Series... Driving Questions: Students Uncovering Amazing Content Through Inquiry | SciTEACH21Cscoop | Scoop.it
Welcome to a series of posts devoted to the use of Project Based Learning. I know you will find new information… whether you are an experienced PBL user, or brand new. In this post I address the co...

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Amy Burns's curator insight, August 21, 7:00 AM

More information and suggestions regarding the construction of driving questions.

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How to Design Right-Sized Challenges

How to Design Right-Sized Challenges | SciTEACH21Cscoop | Scoop.it
Design student projects that hit the sweet spot -- relevant to real life, challenging enough to be interesting, and achievable for diverse learners.

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Connectivism - Mind42 - A MindMap of Connectivism

Connectivism - Mind42 - A MindMap of Connectivism | SciTEACH21Cscoop | Scoop.it
Mind map: Connectivism -> Simemens (BIOGRAPHY, Interview with George Siemens about Connectivism), Siemens Map and Theory (New node, New node), Continual learning based on the student´s necessities.

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Alberto del Mazo's curator insight, February 10, 2013 3:59 AM

¿Qué aporta? ¿Es una teoría útil? ¿En qué se basa? ¿En qué se diferencia del conductismo, cognitivismo y constructivismo?

 

Mapa mental muy completo en inglés sobre el conectivismo como teoría del aprendizaje. Si no sabes mucho sobre ello, puede resultar interesante como introducción leer antes: http://es.wikipedia.org/wiki/Conectivismo

Mauro Hernandez's curator insight, February 11, 2013 8:35 AM

Una visión general del tema

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Connectivism - Mapping Your Learning Connections

Connectivism - Mapping Your Learning Connections | SciTEACH21Cscoop | Scoop.it
Sheala Durant EDUC 6115-1 Connectivism: Mapping Your Learning Connections The theory of connectivism combines chaos theory, learning networks, and self organization. (Davis, Edmunds, Kelly-Bateman,...

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Connectivism Slidecast - YouTube


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VidClip 5.1 Connectivism - YouTube


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David Hain's curator insight, January 31, 3:14 AM

Fascinating video on Connectivism.

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Dialogue and Connectivism: A new approach to understanding and promoting dialogue-rich networked learning

Dialogue and Connectivism: A new approach to understanding and promoting dialogue-rich networked learning | SciTEACH21Cscoop | Scoop.it
Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning

Via Ana Cristina Pratas, Celeste G. Box (@mcgbox)
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Ana Cristina Pratas's curator insight, October 28, 2013 7:30 AM

Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2004) implies, in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches, based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.

Rosemary Tyrrell's curator insight, October 28, 2013 1:27 PM
Ana Cristina Pratas's insight:

Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2004) implies, in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches, based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.

Rosa Díez D's curator insight, November 1, 2013 4:59 AM

Los latinos somos conectivistas por naturaleza.