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Vol 24 No 1 (2012): The potential of a game based learning approach to improve learner outcomes (HTML) | Diigo

Vol 24 No 1 (2012): The potential of a game based learning approach to improve learner outcomes (HTML) | Diigo | :: The 4th Era :: | Scoop.it

Abstract


Whilst some critics may argue that games have no place in the classroom, in this article I argue that student achievement can benefit from building on the technology skill of the young people, allowing them to address real-life challenges within the safety of the virtual worlds of games. The young people of today play video games for entertainment and relaxation, and they are skillful at manipulating the virtual worlds that they inhabit during the games. Examples from classroom research illustrate how the use of video games in teaching and learning has the potential to change the way that we teach and improve the learning outcomes for the students by enabling them to experience real life examples. Teachers can harness these experiences and interests to engage and motivate students by taking advantage of the dynamic and interactive features of these digital games, thus enabling engagement in learning activities. This article highlights some of the issues and challenges facing teachers considering the use of game based learning in their classroom.


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:: The 4th Era ::
Exploration of the new era in human history marked by invention of the Internet
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Introducing this work

Introducing this work | :: The 4th Era :: | Scoop.it

For the purposes of this Scoop.it site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.

 

All readers may not agree with this interpretation of the history of information, especially with the division and numbering of the eras. That is not the main point. Rather, it is that humankind is presently existing in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.

 

Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the advance of digital technology occasion analogous transformations in the corresponding universe of present and future human activity.

 

This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL

 

Opinions expressed, scooped, or copied in this Scoop.it topic are my own and should in no way be understood to reflect those of my employer.

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Margaret Waage's comment, June 20, 2013 7:43 AM
Jim - I like your perspective. Great subject matter here!
Margaret Waage's comment, June 20, 2013 7:46 AM
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Azania Nduli-AmaZulu UbuntuPsychology.ORG's curator insight, July 8, 2013 6:24 PM

Beautiful!

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Wi-Fi-enabled school buses leave no child offline

Wi-Fi-enabled school buses leave no child offline | :: The 4th Era :: | Scoop.it
The digital divide and lack of reliable Internet access at home can put low-income and rural students at a real disadvantage. So when superintendent Darryl Adams took over one of the poorest school district in the nation, he made it a top priority to help his students get online 24/7. Special correspondent David Nazar of PBS SoCal reports with PBS NewsHour Student Reporting Labs.

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David W. Deeds's curator insight, April 29, 11:40 PM

Now this is a great idea! 

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How Virtual Reality And Augmented Reality Are Being Used In Education In Spain

How Virtual Reality And Augmented Reality Are Being Used In Education In Spain | :: The 4th Era :: | Scoop.it

"Did you know that an Egyptian temple can be recreated in a 3D environment and that it is possible to walk through it as a true surround environment without leaving the classroom? Or view on your screen a complete Roman house, with all its rooms, and move its figure to see all its views; Watching oneself attired as a Roman centurion, while all the drapery accompanies your movements; moving to anywhere in the world and feel its temperature and odors; stroll along the ocean floor surrounded by cephalopods or watching a complete heart beating in the middle of a classroom... These are just some of the possibilities that technologies offer to the world of education. It has already ceased to be science fiction and is entirely feasible if you have the appropriate devices.

So, we visited David Fayerman, passionate about new technologies applied to education, looking for him to tell us which devices can be used and what uses are they giving them from training companies, institutions, and publishers in Spain. We were received at inMediaStudio, where all these tools are exposed, and he invited us to learn and to use them. Our experience was as follows:"

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Can Virtual Reality Replace Human Interaction?

Can Virtual Reality Replace Human Interaction? | :: The 4th Era :: | Scoop.it
This study suggests the potential of using virtual reality technology with young children in school settings. It provides a new pathway for teachers to engage young learners in developing their abstract thinking skills. For educational technologists, it also provides a good example for designing and developing adaptive virtual reality technologies to foster children’s cognitive learning in a playful way.
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HoloLens comes to NYC

HoloLens comes to NYC | :: The 4th Era :: | Scoop.it
Recently, I had the opportunity to try out HoloLens, Microsoft’s mixed-reality eyewear now in development, which promises to change the way we work and play. My experience began at the Microsoft Store on Fifth Avenue, where the distance between my pupils was measured* and I learned the different gestures I could use to interact with the device.

The HoloLens was surprisingly comfortable. While it could stand to shed some weight (a common problem among these headsets) and have a little more padding between the glass and bridge of the nose, the fit of the headset was otherwise superb. The device is built around a cushioned ring that wraps around the forehead to the back of the crown, allowing you to adjust the tightness with the scroll of a wheel.
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Your Phone's Next Superpower is Putting Awesome VR In Your Pocket

Your Phone's Next Superpower is Putting Awesome VR In Your Pocket | :: The 4th Era :: | Scoop.it
Big players are committing to mobile VR. Intel’s RealSense technology features many of the same ideas as Project Tango, and Intel has released a developer kit phone with both. (It has, um, a lot of cameras.) Nvidia’s designing graphics chips with VR in mind. Lenovo, LG, and Samsung have headsets that are cheap and even free add-ons when you buy a new phone. These things are pushing VR into the mainstream. That, in turn, amps up the pressure for manufacturers to build phones that can do even more.

Your next phone may not be an incredibly realistic window into virtual reality. But the one after it almost certainly will be. And when it arrives, it will democratize VR in a way no headset tethered to a PC ever could.
Jim Lerman's insight:

Excellent report on the status of VR and phone technology; quite current and authoritative. Published on April 25.

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5 Ways to Enhance Your Educational Conference Experience

5 Ways to Enhance Your Educational Conference Experience | :: The 4th Era :: | Scoop.it
Have you thought about all the other ways to learn at a conference? I know from personal experience that it's important to find your own groove for learning. Here are some suggestions to experience your favorite conference from a new angle.
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The Not-So-Far-Off Future (VR)

The Not-So-Far-Off Future (VR) | :: The 4th Era :: | Scoop.it
With more developers working in virtual reality than ever before, the technology is rapidly becoming more accessible to consumers and producers. A Q&A on what’s coming next with VR evangelist Tipatat Chennavasin.
Jim Lerman's insight:

Very informative interview with one of the VR industry's most prominent leaders.

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Creativity Tools: Generate Creative Solutions to Problems :: MindTools

Creativity Tools: Generate Creative Solutions to Problems :: MindTools | :: The 4th Era :: | Scoop.it
Learn techniques that can help you come up with creative ideas, including brainstorming and other idea-generation tools, and creativity processes.
Jim Lerman's insight:

This collection of 25 creativity tools is focused on business -however, with a little "creativity" of one's own, many can be applied in educational settings as well. Well worth a look. Numerous suggestions.

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Designing Next-Generation Universities | Higher Ed Beta

Designing Next-Generation Universities | Higher Ed Beta | :: The 4th Era :: | Scoop.it
Learning by Doing
Education, like life itself, should not be a spectator sport. Merely listening or even reading may create the illusion of learning, but without active engagement, retention of course material, or the ability to apply it, is laughably low. Students who engage in hands-on activities understand concepts more deeply and remember them more accurately.
 
Project-based, case-based, and team-based learning and problem-solving are activity-based approaches to teaching and learning, allowing students to become creators of knowledge rather than mere recipients of knowledge.
 
Students might annotate a text or play or work of art, map and analyze data, visually represent change over time, document a neighborhood or community. The web can then make student projects and research publicly accessible.
 
By learning by doing can take even richer forms. A solver community brings together students and faculty to “crowdsource” innovative solutions to the critical challenges of our time. Tackling a real-world challenge is a proven way to nurture a community of engage, creative learners. One of the broader goals is to transform a class of students into a knowledge network, an ongoing community that can continue to partner and share expertise and insights.
 
Then there are maker spaces. These are innovation greenhouses, incubators, or accelerators where innovators – whether faculty, students, staff, or others from outside the campus – can work individually or collaborative on projects in a supportive environment.
 
A new kind of student populates many campuses defined not by demographic characteristics, but by mindset and aspirations. Extraordinarily entrepreneurial, these students, in their spare time, create apps, found start-ups, and devise creative solutions to a host of pressing environmental, health, and technology problems.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

 


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Fernando de la Cruz Naranjo Grisales's curator insight, April 2, 7:05 AM

Learning by Doing
Education, like life itself, should not be a spectator sport. Merely listening or even reading may create the illusion of learning, but without active engagement, retention of course material, or the ability to apply it, is laughably low. Students who engage in hands-on activities understand concepts more deeply and remember them more accurately.
 
Project-based, case-based, and team-based learning and problem-solving are activity-based approaches to teaching and learning, allowing students to become creators of knowledge rather than mere recipients of knowledge.
 
Students might annotate a text or play or work of art, map and analyze data, visually represent change over time, document a neighborhood or community. The web can then make student projects and research publicly accessible.
 
By learning by doing can take even richer forms. A solver community brings together students and faculty to “crowdsource” innovative solutions to the critical challenges of our time. Tackling a real-world challenge is a proven way to nurture a community of engage, creative learners. One of the broader goals is to transform a class of students into a knowledge network, an ongoing community that can continue to partner and share expertise and insights.
 
Then there are maker spaces. These are innovation greenhouses, incubators, or accelerators where innovators – whether faculty, students, staff, or others from outside the campus – can work individually or collaborative on projects in a supportive environment.
 
A new kind of student populates many campuses defined not by demographic characteristics, but by mindset and aspirations. Extraordinarily entrepreneurial, these students, in their spare time, create apps, found start-ups, and devise creative solutions to a host of pressing environmental, health, and technology problems.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

Fernando de la Cruz Naranjo Grisales's curator insight, April 2, 7:38 AM

Learning by Doing
Education, like life itself, should not be a spectator sport. Merely listening or even reading may create the illusion of learning, but without active engagement, retention of course material, or the ability to apply it, is laughably low. Students who engage in hands-on activities understand concepts more deeply and remember them more accurately.
 
Project-based, case-based, and team-based learning and problem-solving are activity-based approaches to teaching and learning, allowing students to become creators of knowledge rather than mere recipients of knowledge.
 
Students might annotate a text or play or work of art, map and analyze data, visually represent change over time, document a neighborhood or community. The web can then make student projects and research publicly accessible.
 
By learning by doing can take even richer forms. A solver community brings together students and faculty to “crowdsource” innovative solutions to the critical challenges of our time. Tackling a real-world challenge is a proven way to nurture a community of engage, creative learners. One of the broader goals is to transform a class of students into a knowledge network, an ongoing community that can continue to partner and share expertise and insights.
 
Then there are maker spaces. These are innovation greenhouses, incubators, or accelerators where innovators – whether faculty, students, staff, or others from outside the campus – can work individually or collaborative on projects in a supportive environment.
 
A new kind of student populates many campuses defined not by demographic characteristics, but by mindset and aspirations. Extraordinarily entrepreneurial, these students, in their spare time, create apps, found start-ups, and devise creative solutions to a host of pressing environmental, health, and technology problems.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

Barbara Monica Pérez Moo's curator insight, April 4, 10:43 PM

Learning by Doing
Education, like life itself, should not be a spectator sport. Merely listening or even reading may create the illusion of learning, but without active engagement, retention of course material, or the ability to apply it, is laughably low. Students who engage in hands-on activities understand concepts more deeply and remember them more accurately.
 
Project-based, case-based, and team-based learning and problem-solving are activity-based approaches to teaching and learning, allowing students to become creators of knowledge rather than mere recipients of knowledge.
 
Students might annotate a text or play or work of art, map and analyze data, visually represent change over time, document a neighborhood or community. The web can then make student projects and research publicly accessible.
 
By learning by doing can take even richer forms. A solver community brings together students and faculty to “crowdsource” innovative solutions to the critical challenges of our time. Tackling a real-world challenge is a proven way to nurture a community of engage, creative learners. One of the broader goals is to transform a class of students into a knowledge network, an ongoing community that can continue to partner and share expertise and insights.
 
Then there are maker spaces. These are innovation greenhouses, incubators, or accelerators where innovators – whether faculty, students, staff, or others from outside the campus – can work individually or collaborative on projects in a supportive environment.
 
A new kind of student populates many campuses defined not by demographic characteristics, but by mindset and aspirations. Extraordinarily entrepreneurial, these students, in their spare time, create apps, found start-ups, and devise creative solutions to a host of pressing environmental, health, and technology problems.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

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Mycoted - Creativity Resources

Mycoted - Creativity Resources | :: The 4th Era :: | Scoop.it
Mycoted is a company dedicated to improving Creativity and Innovation for solving problems worldwide, with that in mind, we provide a central repository for Creativity and Innovation on the Internet as a summary of tools, techniques, mind exercises, puzzles, book reviews etc, that is open to all - and can be written by all.
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Jim Lerman's curator insight, April 15, 2:21 PM

A fantastic collection of excellent resources for teaching creativity, innovation, and creative problem solving. Whether you are a beginner - just starting out to try to make your teaching more creative - or an expert, you are sure to find great resources here. Don't miss this site!

nukem777's curator insight, April 16, 5:07 AM
Cool
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Samsung Releases Milk VR App on Google Play, Makes Gear VR Headset Optional

Samsung Releases Milk VR App on Google Play, Makes Gear VR Headset Optional | :: The 4th Era :: | Scoop.it
Samsung wants you to watch more 360-degree video content, even if you don’t own one of the company’s Gear VR virtual reality headsets: Samsung released a new MilkVR mobile app on Google Play Monday night that plays back 360-degree videos in a kind of magic window mode, allowing users to look around by simply panning with their mobile phone.

The newly-released Milk VR mobile app offers access to many of the same videos that Samsung has been featuring within the Milk VR app on its Gear VR headset, with the exception of a few more interactive videos that require access to the Gear VR’s touch pad controls.
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Augmentarium | UMIACS :: University of Maryland

Augmentarium | UMIACS :: University of Maryland | :: The 4th Era :: | Scoop.it
The Augmentarium is a revolutionary virtual and augmented reality (VR and AR) facility that brings together a unique assembly of projection displays, augmented reality visors, GPU clusters, human vision and human-computer interaction technologies, to study and facilitate visual augmentation of human intelligence and amplify situational awareness. Our goal is to transform human augmentation research for driving applications in science, engineering, medicine, commerce, and education.
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The Youth Shall Set you Free: Generational Gerrymandering and the Suppression of the Youth Vote — The Synapse

The Youth Shall Set you Free: Generational Gerrymandering and the Suppression of the Youth Vote - The Synapse - Medium
Jim Lerman's insight:

When I started to read this, I thought, "OK, OK, another self-inflated piece from a local activist who thinks that whatever happens in their place is just the most important thing in the world." 

Man, was I wrong. This is REALLY IMPORTANT, and also very well written, and also captures the essential meanings of the events at hand.

Hollywood, are you paying attention?...and could you please tell this story without distorting it or screwing it up?

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University of Maryland Uses Virtual Reality Lab for Research and Education -- Campus Technology

University of Maryland Uses Virtual Reality Lab for Research and Education -- Campus Technology | :: The 4th Era :: | Scoop.it

"The University of Maryland hosted a demonstration of its new virtual and augmented reality laboratory recently, showing off the lab's potential to support research, education and training in the sciences, engineering, medicine and industry.

"The lab, called the Augmentarium, is housed in a 1,000 square foot facility at the University of Maryland's College Park campus. It opened in December 2014 with the help of more than $1 million in funding, including a $600,000 grant from the National Science Foundation.

"The university is using the Augmentarium for practical purposes such as surgery and medical training. According to information on the Augmentarium's site, the technology enables surgeons "to effectively 'see through' a patient before any incision is made," and helps industrial organizations train technicians to install, calibrate and maintain complex systems in a safe environment."

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Can marrying physical and virtual reality make abstract science more concrete?

Can marrying physical and virtual reality make abstract science more concrete? | :: The 4th Era :: | Scoop.it
Even though new technologies to enhance student learning are constantly cropping up, they aren’t always successful at helping students develop a coherent and holistic understanding of new material. Technological tools often feature more abstract representations of concepts simply because they are intangibly behind the screen. Due to this rift between the physical and the virtual, four researchers set out to find ways to bridge that gap.
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Finally, a camera that can live stream virtual reality

Finally, a camera that can live stream virtual reality | :: The 4th Era :: | Scoop.it
The medium of virtual reality is just beginning to blossom and developers are experimenting with how to take advantage of the technology. There have been first-person video games, immersive films and interactive dioramas, but the worlds of live streaming video and VR have yet to really meet.

That's about to change. The team behind VideoStitch, a program that stitches together multi-directional camera footage to create 360-degree video, announced the Orah 4i, a camera that streams 360-degree VR video at 4K resolution to the Internet. You can watch the stream on any connected VR headset.
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How Mentorship Is Helping More Latino Men Earn College Degrees

How Mentorship Is Helping More Latino Men Earn College Degrees | :: The 4th Era :: | Scoop.it
The number of Latino men enrolling in college increased 75 percent between 2005 and 2014, from 718,500 to 1.26 million. Yet compared to Latino women, these young men make up a disproportionately small percentage of college students. In 2014, Latino men made up just 43 percent of Latinos enrolled in college to Latinas’ 57 percent. The disparity at the graduate level is even more pronounced.

As Hispanic students make up a growing portion of the nation’s students, colleges and advocacy organizations are looking for ways to reduce that disparity, and in the process, grappling with how to serve a student body with needs that look nothing like those of a generation ago.
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The Untold Story of Magic Leap, the World’s Most Secretive Startup

The Untold Story of Magic Leap, the World’s Most Secretive Startup | :: The 4th Era :: | Scoop.it
The world’s hottest startup isn’t located in Silicon Valley—it’s in suburban Florida. KEVIN KELLY explores what Magic Leap’s mind-bending technology tells us about the future of virtual reality.
Jim Lerman's insight:

The news about VR just keeps getting better and better.

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Emeric Nectoux's curator insight, April 24, 4:08 AM

Mixed Reality is much more promissing than Virtual Reality... My belief is that Mixed Reality will really revolutionize our perception of the world and our interactions with people. While companies around the world are encouraging people to work from home (reducing companies' expenses when it comes to facilities), Mixed Reality could be a real enabler for people to work together from distance. 

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How IBM Watson can mine knowledge from TED Talks

How IBM Watson can mine knowledge from TED Talks | :: The 4th Era :: | Scoop.it
Imagine being able to ask a panel of TED speakers: Will having more money make me happy? Will new innovations give me a longer life? A new technology from IBM Watson is set to help people explore the ideas inside TED Talks videos — by asking the questions that matter to them, in natural language.

Users will be able to search the entire TED Talks library by asking questions about ideas — and then go directly to the segments within each video where the ideas are discussed. By analyzing concepts within each video, Watson can curate a playlist of short video clips that offer many perspectives on the user’s question. Below each clip is a timeline that shows more concepts that Watson found within the talk, so that users can “tunnel sideways” to follow another interest that’s contextually related, allowing for serendipitous exploration. Users can keep leaping from one video to another, using concepts as a bridge to other topics that might interest them.
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Sketch Note: How to Influence Without Authority | Leadership | EQ

Sketch Note: How to Influence Without Authority | Leadership | EQ | :: The 4th Era :: | Scoop.it

My work in corporate quality functions in the past involved influencing cross-functional teams (as an internal consultant) on processes and methods when I had no direct reporting relationships with them. I knew that only technical expertise was not enough and I wished I had some guidance on how to.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=EQ


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=LeaderShip



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Gust MEES's curator insight, December 17, 2015 8:49 AM

My work in corporate quality functions in the past involved influencing cross-functional teams (as an internal consultant) on processes and methods when I had no direct reporting relationships with them. I knew that only technical expertise was not enough and I wished I had some guidance on how to.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=EQ


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=LeaderShip


Patricia Clason's curator insight, March 12, 8:38 AM

Valuable tips for all business relationships!!


Emeric Nectoux's curator insight, April 24, 3:50 AM

In her post: “How to Influence Without Authority”, Jesse Lyn Stoner offers useful guidance on the what she calls as “8 Portals of Influence”. Whether you lead backed by a formal authority or you lead without a title, these ideas should help you build influence.

 

    1. Character – Your own character is your greatest source of influence.
    2. Expertise – Do you have content knowledge and experience? Are you a thought leader?
    3. Information – Do you have access to valuable information?
    4. Connectedness – Do you form close relationships with people? Do they enjoy working with you? 
    5. Social intelligence – Do you offer insight into interpersonal issues that interfere with work and help facilitate resolution of issues? P
    6. Network – Do you put the right people in touch with each other? 
    7. Collaboration – Do you seek win-win solutions, unify coalitions and build community? 
    8. Funding – Do you have access to financial support? 

 

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Reconsidering Rigor in Schools — The Synapse — Medium

Reconsidering Rigor in Schools — The Synapse — Medium | :: The 4th Era :: | Scoop.it
Engagement and personal meaning are the new rigor. Digital learning, balanced with traditional, challenging expectations deepen, rather than dilute rigor. Parents and educators are right when they suggest school needs to be rigorous. But if we accept — as we must — that the needs of the first half of the 21st century are inevitably and distinctly different from the second half of the 20th century, what this rigor looks like needs to be reconsidered and embraced with the modern mindset required. Nothing less than a rigorous commitment to this paradigm shift will prepare our young people for the futures they deserve.
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Creativity and Innovation - P21

Creativity and Innovation - P21 | :: The 4th Era :: | Scoop.it

Jim Lerman's insight

 

Many have heard of the 4 Cs of 21st Century Education -- Creativity, Communication, Collaboration, and Critical Thinking. This conceptual collection was popularized by the Partnership for 21st Century Skills, which published much of its work in the early aughts. 

 

This page contains links to numerous resources that illustrate how Creativity can be defined and taught.

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Reality revisited: Getting started with virtual reality in your classroom 

Reality revisited: Getting started with virtual reality in your classroom  | :: The 4th Era :: | Scoop.it
The world of virtual reality (VR) was once dominated by interactive games. The special effects enhanced the experience by providing realistic action and lifelike creatures that were, literally “in your face.” Creative producers, supported by funding from established organizations, are now creating experiences that can invigorate classroom activities and enhance learning.

Last fall, I wrote about the educational possibilities of Google Cardboard, the affordable viewer that allows you to use your smartphone to view three dimensional worlds. Since then, the number of VR experiences available has increased dramatically. I’d like to share some VR apps that you can use for different subject areas, grade levels and learning goals.
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Virtual Reality Invites a New Era of Learning to Higher Education

Virtual Reality Invites a New Era of Learning to Higher Education | :: The 4th Era :: | Scoop.it
VR will soon become an open canvas for educators to create learning experiences. Eventually, fitting VR into the curriculum will be limited only by an instructor’s imagination and budget, says Christopher Sessums, the program director of research and evaluation at Johns Hopkins School of Education.

"The classroom could be on the deck of a boat. This might be a wonderful way to experience life at sea, perhaps as sailors felt in Moby Dick or The Old Man and the Sea. Such empathetic experiences could deepen students’ knowledge and understanding of a variety of historic and contemporary events," says Sessums. “Perhaps experiencing life as slave on a slave ship or an infantryman on the battlefield might enlighten future generations and prevent them from repeating similar outcomes."
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