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European Report on the Future of Learning

European Report on the Future of Learning | :: The 4th Era :: | Scoop.it

The Vision

From the executive summary:


"Personalisation, collaboration and informal learning will be at the core of learning in the future. The increased pace of change will bring new skills and competences to the fore, in particular generic, transversal and cross-cutting skills….


With the evolution of ICT, personalised learning and individual mentoring will become a reality and teachers/trainers will need to be trained to exploit the available resources and tools to support tailor-made learning pathways and experiences which are motivating and engaging, but also efficient, relevant and challenging…"

 

 

Redecker, C. et al. (2011) The Future of Learning: Preparing for Change Seville Spain: Institute for Prospective Technological Studies, JRC, European Commission


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:: The 4th Era ::
Exploration of the new era in human history marked by invention of the Internet
Curated by Jim Lerman
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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 history, especially with the division and numbering of the eras. That is not the main point here. 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 Internet 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 choice, and are in no way to be connected with my employer.

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Margaret Waage's comment, June 20, 2013 4:43 AM
Jim - I like your perspective. Great subject matter here!
Margaret Waage's comment, June 20, 2013 4:46 AM
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Azania Nduli-AmaZulu UbuntuPsychology.ORG's curator insight, July 8, 2013 3:24 PM

Beautiful!

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The REAL international story of American education | Dangerously Irrelevant

The REAL international story of American education | Dangerously Irrelevant | :: The 4th Era :: | Scoop.it

Scott McLeod quoting Linda Darling-Hammond:


"Federal policy under No Child Left Behind (NCLB) and the Department of Education’s ‘flexibility’ waivers has sought to address [the problem of international competitiveness] by beefing up testing policies — requiring more tests and upping the consequences for poor results: including denying diplomas to students, firing teachers, and closing schools. Unfortunately, this strategy hasn’t worked. In fact, U.S. performance on the Program for International Student Assessment (PISA) declined in every subject area between 2000 and 2012 — the years in which these policies have been in effect.


"Now we have international evidence about something that has a greater effect on learning than testing: Teaching. The results of the Teaching and Learning International Survey (TALIS), released last week by the Organization for Economic Cooperation and Development (OECD), offer a stunning picture of the challenges experienced by American teachers, while providing provocative insights into what we might do to foster better teaching — and learning — in the United States.


"In short, the survey shows that American teachers today work harder under much more challenging conditions than teachers elsewhere in the industrialized world. They also receive less useful feedback, less helpful professional development, and have less time to collaborate to improve their work. Not surprisingly, two-thirds feel their profession is not valued by society — an indicator that OECD finds is ultimately related to student achievement."

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#MassiveTeaching mystery captivates, confuses @insidehighered

#MassiveTeaching mystery captivates, confuses @insidehighered | :: The 4th Era :: | Scoop.it

THE MYSTERY OF THE MISSING MOOC

by Carl Straumsheim


"A massive open online course instructor was removed from his own course last week -- or was he? As confusion brews among students in the half-finished, suspended MOOC, some observers are asking if the instructor orchestrated a social experiment without permission -- or a farce.


"Paul-Olivier Dehaye’s three-week course, “Teaching Goes Massive: New Skills Required,” reportedly launched without controversy. Its first week featured the video lectures and forum chatter common to most MOOCs. The course targeted people in higher education who felt “threatened,” “lost” or “unprepared technology-wise,” according to the course description -- a MOOC for MOOC skeptics, in other words.


"When students returned for the second week, the forum was closed, and their classmates had vanished along with the course content. The forum is now back online, but Coursera, which hosts the MOOC lists it as inactive -- students can sign up for updates about future sessions and preview some of the content, but it remains effectively closed to outsiders."


Read more: http://www.insidehighered.com/news/2014/07/08/massiveteaching-mystery-captivates-confuses#ixzz37KU9YYkw 
Inside Higher Ed 

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How 3 state education departments are embracing the future ~ Education Dive

How 3 state education departments are embracing the future ~ Education Dive | :: The 4th Era :: | Scoop.it

by Roger Riddell


"In a Sunday afternoon panel at the 2014 International Society for Technology in Education (ISTE) Conference, education leaders from Indiana, New Jersey, and North Carolina gathered to discuss how their states are embracing the future of technology in schools. 


"Moderated by Dr. Kari Stubbs — ISTE board member and vice president of learning and innovation at Brainpop, a provider of online education resources and games — the three leaders, all members of the State Ed Tech Directors Association, talked device deployments, new online exams, digital resources, and more."

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10 Tricks to Appear Smart During Meetings — Comedy Corner — Medium

10 Tricks to Appear Smart During Meetings — Comedy Corner — Medium | :: The 4th Era :: | Scoop.it
Here are my ten favorite tricks for quickly appearing smart during meetings.


Just a little humor. -JL

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Open Education Resources - College Unbound

Open Education Resources - College Unbound | :: The 4th Era :: | Scoop.it

"One of the highlights of technology is the free, open access to information that it allows. Here are some open education resources we think you'll enjoy! Free Online Courses: Use these links to enroll in free online courses, or download materials to learn at your own pace."


Jim Lerman's insight:


Excellent collection of resources for motivated learners, intended mainly (but not exclusively) for those of post high-school age. College Unbound is a fascinating organization founded by Dennis Littky and Elliot Washor.

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The Tech Detectives: Students Take Ownership of Technology ~ Edutopia

The Tech Detectives: Students Take Ownership of Technology ~ Edutopia | :: The 4th Era :: | Scoop.it

by Brad Currie


"Picture it: a middle school in Anytown, U.S.A. has a teacher that is struggling to figure out why her SmartBoard is acting up. Typically she would submit a "tech request" and wait an extended period of time for it to be fixed. One issue, though -- she needs the device now for a very important math lesson. She suddenly remembers that a group of students called the "Tech Detectives" can come to the rescue and fix the problem. Within minutes, several students arrive, play around with a few wires and buttons, and the malfunction is addressed in no time.


Students to the Rescue


"The Tech Detectives Club was created at Black River Middle School in Chester, New Jersey as a way for students to take ownership of the technology they utilize during their various learning experiences. Based on feedback from various school stakeholders who have a passion for technology, it was deemed necessary to start a club that arms students with a strong technological skill set. On a regular basis, students create tutorials, assist teachers, learn about technology trends, collaboratively problem solve issues, and gain exposure to career readiness. The excitement generated from this program is truly remarkable. Below, you will find guidance on how to start your very own Tech Detectives Club."

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4 crucial education points LeVar Burton made at ISTE ~ Education DIVE

4 crucial education points LeVar Burton made at ISTE ~ Education DIVE | :: The 4th Era :: | Scoop.it

by Roger Riddell


"The Reading Rainbow host spoke to a packed room on technology, the importance of fostering a love of reading, and more.


"During his 30-minute talk, Burton made four crucial points about education, technology, and the importance of fostering a love of reading in students. But you don't have to take our word for it — read on and find out."

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Mayra.Loves.Books's curator insight, July 2, 6:02 AM

"Literature brings the innovation of tomorrow" and so much more!

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Assessment and Teaching of 21st Century Skills

Assessment and Teaching of 21st Century Skills | :: The 4th Era :: | Scoop.it
Assessment and Teaching of 21st Century Skills is a free online class taught by Esther Care and Patrick Griffin of The University of Melbourne


Assessment and Teaching of 21st Century Skills

"Learn about ways to assess and teach new and emerging 21st century skills: we cover the nature of these skills, alternative methods of assessment, interpretation and reporting of assessments, and their implications for teaching."

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Games, Learning and Society: Social and Emotional Learning ~My Thoughts......

Games, Learning and Society: Social and Emotional Learning ~My Thoughts...... | :: The 4th Era :: | Scoop.it

by Donelle Batty


"After watching my students play Minecraft for the past few years, it has become obvious to me that they gain so much from game play. It provides a space for them to connect, to be and to grow as young men and women. It completely delights me when I hear how supportive they are of other players, taking on roles of mentors, community builders and leaders. Demonstrating in each instance behaviours that are often not openly captured easily in face to face interactions by their teacher or other significant adults. Behaviours that identify strong values and beliefs around equity, fairness, trust and acceptance of difference.


"Having opportunity to watch without impacting on their game play is truly remarkable. We have a dynmap (dynamic map, a map of the Minecraft server worlds that shows where they are and their in-game conversations) set up so I can do this without interrupting their play, without impacting with my presence. They are all aware that I use it to watch, and I do say hi, as I believe it is important that they know I’m around. By using the dynmap it just means I’m not physically appearing in the game, so their play is not impeded by me. This vantage point has enabled me to see the value games have in a learning context with regard to self esteem building, negotiating ones way around social interactions and building resilience. As a result of this, I was particularly interested in attending the paper presentations on Social/Emotional Skills."

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New York Schools Chief Advocates More ‘Balanced Literacy’ ~ NY Times

New York Schools Chief Advocates More ‘Balanced Literacy’ ~ NY Times | :: The 4th Era :: | Scoop.it

by Javier C. Hernandez


"Chancellor Carmen Fariña wants schools to adopt aspects of a method that the Education Department turned away from several years ago.


"During her almost six months as chancellor, Ms. Fariña, a veteran of the school system, has reduced the role of standardized tests, increased collaboration among schools and shepherded through a new contract for teachers that includes more training and more communication with parents. But her push for a revival of balanced literacy may have some of the most far-reaching implications in the classroom.


"Ms. Fariña, who relied on balanced literacy as a teacher and a principal, said in an interview last week that she did not believe it was at odds with the Common Core, a more difficult set of learning goals that has been adopted by more than 40 states.


"She said she thought the strategies of balanced literacy were particularly useful for children who arrived in classrooms with little knowledge of English, including immigrants. “They’re going to feel frustrated, alienated,” she said. “You need to put them on something they can accomplish and do fluently.”

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K12Online 2014 Call for Proposals

K12Online 2014 Call for Proposals | :: The 4th Era :: | Scoop.it

"The 2014 K-12 Online Conference organizer team is pleased to announce dates for this year’s conference as well as our call for proposals. Since 2006, K-12 Online has offered unique, free, entirely volunteer-powered opportunities for educators worldwide to share and learn together about innovative ways to use technology tools to enhance teaching and learning at all levels.


PLEASE CLICK HERE TO OPEN THE 2014 CALL FOR PROPOSALS! (dueAugust 15th)


"The theme for the 2014 conference is “Igniting Innovation.” The conference will begin with a pre-conference keynote on Monday, October 13th. The next two weeks, starting on October 20th, 40 presentations will be published in four different strands, with four presentations posted per day. Presentations must be a single media file of twenty minutes or less (but not too much less) in length and meet other requirements specified in the online call for proposals. Presentations are due two weeks prior to the week the relevant strand begins. All presentations will be shared under a Creative Commons Attribution 4.0 Unported license. The 2014 conference strands are Gamification, Stories for Learning, Passion-driven learning, and STEM."

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Preparing 21st Century Students for a Global Society: An Educator's Guide to the "Four Cs"

"America’s system of education was built for an economy
and a society that no longer exists. In the manufacturing
and agrarian economies that existed 50 years ago, it
was enough to master the “Three Rs” (reading, writing, and
arithmetic). In the modern “flat world,” the “Three Rs” simply
aren’t enough. If today’s students want to compete in this global
society, however, they must also be proficient communicators,
creators, critical thinkers, and collaborators (the “Four Cs”)."


Jim Lerman's insight:

A very well done, practical, and useful document.

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Jill Lepore: What the Theory of “Disruptive Innovation” Gets Wrong : The New Yorker

Jill Lepore: What the Theory of “Disruptive Innovation” Gets Wrong : The New Yorker | :: The 4th Era :: | Scoop.it

by Jill Lapore


"Every age has a theory of rising and falling, of growth and decay, of bloom and wilt: a theory of nature. Every age also has a theory about the past and the present, of what was and what is, a notion of time: a theory of history. Theories of history used to be supernatural: the divine ruled time; the hand of God, a special providence, lay behind the fall of each sparrow. If the present differed from the past, it was usually worse: supernatural theories of history tend to involve decline, a fall from grace, the loss of God’s favor, corruption. Beginning in the eighteenth century, as the intellectual historian Dorothy Ross once pointed out, theories of history became secular; then they started something new—historicism, the idea “that all events in historical time can be explained by prior events in historical time.” Things began looking up. First, there was that, then there was this, and this is better than that. The eighteenth century embraced the idea of progress; the nineteenth century had evolution; the twentieth century had growth and then innovation. Our era has disruption, which, despite its futurism, is atavistic. It’s a theory of history founded on a profound anxiety about financial collapse, an apocalyptic fear of global devastation, and shaky evidence.


"Most big ideas have loud critics. Not disruption. Disruptive innovation as the explanation for how change happens has been subject to little serious criticism, partly because it’s headlong, while critical inquiry is unhurried; partly because disrupters ridicule doubters by charging them with fogyism, as if to criticize a theory of change were identical to decrying change; and partly because, in its modern usage, innovation is the idea of progress jammed into a criticism-proof jack-in-the-box.


"The idea of progress—the notion that human history is the history of human betterment—dominated the world view of the West between the Enlightenment and the First World War. It had critics from the start, and, in the last century, even people who cherish the idea of progress, and point to improvements like the eradication of contagious diseases and the education of girls, have been hard-pressed to hold on to it while reckoning with two World Wars, the Holocaust and Hiroshima, genocide and global warming. Replacing “progress” with “innovation” skirts the question of whether a novelty is an improvement: the world may not be getting better and better but our devices are getting newer and newer."



Read more: http://www.newyorker.com/reporting/2014/06/23/140623fa_fact_lepore?printable=true&currentPage=all#ixzz37Kp1xZJV


Jim Lerman's insight:


You've heard about this battle; now read it for yourself. In the pages of the New Yorker, Lapore takes on Clayton Christensen in a no-holds-barred, heavyweight, intellectual boxing match -- arguing that "disruption" and its supporters lie at the root of what ails the age we live in.

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Connected Learning: An Agenda for Research and Design ~ DML Hub

From the website


"This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.


"This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.


"This report investigates how we can use new media to foster the growth and sustenance of environments that support connected learning in a broad-based and equitable way. This report also offers a design and reform agenda, grounded in a rich understanding of child development and learning, to promote and test connected learning theories."

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U. of Zurich Says Professor Deleted MOOC to Raise Student Engagement ~ The Chronicle of Higher Education

U. of Zurich Says Professor Deleted MOOC to Raise Student Engagement  ~ The Chronicle of Higher Education | :: The 4th Era :: | Scoop.it

by Steve Kolowich


"The University of Zurich says it has cleared up the bizarre case of the MOOC that went missing. But the university is offering few clarifying details to the public, which has been left to piece together theories from the university’s statements and from cryptic tweets by the course’s professor about an unspecified experiment he might have been trying to conduct.


"As I reported this morning, the content of a massive open online course taught by one of the university’s lecturers, Paul-Olivier Dehaye, vanished last week without explanation, leaving an empty husk on Coursera’s platform. The course, “Teaching Goes Massive: New Skills Required,” was one week into its planned three-week run when the videos and other course materials disappeared. Coursera officials said Mr. Dehaye, a mathematician, deleted the materials on July 2, and the company has since restored them. But the company’s officials initially were as confused as everyone else."

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Latest Issue Now Available ~JOLT - Journal of Online Learning and Teaching

Latest Issue Now Available ~JOLT - Journal of Online Learning and Teaching | :: The 4th Era :: | Scoop.it

* Research Papers *

Student Performance at a Community College: Mode of Delivery, Employment, and Academic Skills as Predictors of Success
Brian G. Wolff, A. Michelle Wood-Kustanowitz, and Jennifer M. Ashkenazi
166-178

Learning Outcomes in a Stress Management Course: Online versus Face-to-Face
Kristine Fish and Hyun Gu Kang
179-191

Use of Synchronous Virtual Classrooms: Why, Who, and How?
Florence Martin and Michele A. Parker
192-210

Motivation in Synchronous Hybrid Graduate Business Programs: A Self-Determination Approach to Contrasting Online and On-Campus Students
Nikolaus T. Butz, Robert H. Stupnisky, Erin S. Peterson, and Melissa M. Majerus
211-227

Conditional Release of Course Materials: Assessing Best Practice Recommendations
Lawanna S. Fisher, Justin G. Gardner, Thomas M. Brinthaupt, and Deana M. Raffo
228-239

The Influence of Instructor-Generated Video Content on Student Satisfaction with and Engagement in Asynchronous Online Classes
Peter J. Draus, Michael J. Curran, and Melinda S. Trempus
240-254

Exploring the Dimensions of Self-Efficacy in Virtual World Learning: Environment, Task, and Content
Aimee deNoyelles, Steven Hornik, and Richard D. Johnson
255-271

Does the Online Environment Promote Plagiarism? A Comparative Study of Dissertations from Brick-and-Mortar versus Online Institutions
David C. Ison
272-282

* Case Studies *

Universal Design for Learning in an Online Teacher Education Course: Enhancing Learners' Confidence to Teach Online
Ye He
283-298

Enhancing Interdisciplinary Learning with a Learning Management System
Ji Yong Park and Kathy A. Mills
299-313

* Concept Papers *

The Role of Interactivity in Student Satisfaction and Persistence in Online Learning
Rebecca A. Croxton
314-325

How Should I Offer This Course? The Course Delivery Decision Model (CDDM)
Thomas M. Brinthaupt, Maria A. Clayton, Barbara J. Draude, and Paula T. Calahan
326-336


ALL ARTICLES AVAILABLE FOR FREE DOWNLOAD AS PDFs.

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Can you pass a U.S. citizenship test?

Can you pass a U.S. citizenship test? | :: The 4th Era :: | Scoop.it
Test your knowledge of the United States with these sample questions from the U.S. Citizenship and Immigration Services naturalization test.
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Colleges should focus less on student failure and more on success (essay) @insidehighered

Colleges should focus less on student failure and more on success (essay) @insidehighered | :: The 4th Era :: | Scoop.it

by Dave Jarrat


"In their effort to improve outcomes, colleges and universities are becoming more sophisticated in how they analyze student data – a promising development. But too often they focus their analytics muscle on predicting which students will fail, and then allocate all of their support resources to those students.


"That’s a mistake. Colleges should instead broaden their approach to determine which support services will work best with particular groups of students. In other words, they should go beyond predicting failure to predicting which actions are most likely to lead to success."



Read more: http://www.insidehighered.com/views/2014/06/19/colleges-should-focus-less-student-failure-and-more-success-essay#ixzz36dJe5SnG 
Inside Higher Ed 

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The future of universities: The digital degree ~ The Economist

The future of universities: The digital degree ~ The Economist | :: The 4th Era :: | Scoop.it

OMG, I'm quoted in this article...


"The most vulnerable, according to Jim Lerman of Kean University in New Jersey, are the “middle-tier institutions, which produce America’s teachers, middle managers and administrators”. They could be replaced in greater part by online courses, he suggests. So might weaker community colleges, although those which cultivate connections to local employers might yet prove resilient."

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Americans Think We Have the World’s Best Colleges. We Don’t. ~ NY Times

Americans Think We Have the World’s Best Colleges. We Don’t. ~ NY Times | :: The 4th Era :: | Scoop.it

by Kevin Carey


"The United States may have many of the best elite colleges, but over all, our higher-education system has many of the same problems found in K-12."

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Learning to Teach Online ~ Coursera

Learning to Teach Online ~ Coursera | :: The 4th Era :: | Scoop.it
Learning to Teach Online is a free online class taught by Simon McIntyre and Negin Mirriahi of UNSW Australia (The University of New South Wales)


Learning to Teach Online

"Based upon the successful educational resources of the same name, the Learning to Teach Online (LTTO) MOOC is designed to help existing educators establish or improve their own online or blended teaching practices. The target audience is primarily teachers in higher education, K-12, community college, and vocational or private education."

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Badges and the Gravitational Pull of Teacher Control - AAEEBL

Badges and the Gravitational Pull of Teacher Control - AAEEBL | :: The 4th Era :: | Scoop.it

by Trent Batson


"Information technology is the ultimate control technology; it is also the ultimate distribution-of-controltechnology.  It is both centralizing and democratizing.  Higher education, then, lives on the horns of this particular dilemma:  should we expedite “delivery” or should we hand power to learners?  Should higher education organize around delivery of content or distribution of control? (We can do both, of course). 

 

"Technology compounds the significance of this choice for higher education.  It pushes out the limits of the continuum between delivery of content (for example, MOOCs) and distribution of control (for example, self-paced, evidence-based learning).

 

"There is money in delivery of content; distribution of control is a harder sell.  To the extent LMS’s are used in support of delivery of content, they are an easy sell; to the extent that eportfolios support distribution of control, they are a hard sell."


Jim Lerman's insight:


A nimble and interesting discussion. 

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Deeper Learning MOOC (DLMOOC)

Deeper Learning MOOC (DLMOOC) | :: The 4th Era :: | Scoop.it

A free, flexible, nine-week online course that will allow K-16 educators to learn about how deeper learning can be put into practice.


"Deeper learning describes a range of instructional approaches that delivers the skills and knowledge students will need to succeed in a world that is changing at an unprecedented pace. Deeper learning prepares students to:

  • Master core academic content
  • Think critically and solve complex problems
  • Work collaboratively
  • Communicate effectively
  • Learn how to learn (e.g. self-directed learning)
  • Academic mindsets"


Jim Lerman's insight:


The entire MOOC and all its resources are located here. The first iteration of this MOOC ran during Jan-March 2014.

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12 Nuggets of 21st Century Learning

12 Nuggets of 21st Century Learning | :: The 4th Era :: | Scoop.it
Well into the 21st century, the concept of 21st century learning is still gaining traction. Ken Kay offers 12 indicators to educate and illustrate.


Jim Lerman's insight


Lots of great resources here

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Supreme Court Says Phones Can’t Be Searched Without a Warrant ~ NY Times

Supreme Court Says Phones Can’t Be Searched Without a Warrant ~ NY Times | :: The 4th Era :: | Scoop.it

by Adam Liptak


"In a unanimous decision, the Supreme Court ruled that the vast amount of data contained on modern cellphones must be protected from routine inspection


"While the decision will offer protection to the 12 million people arrested every year, many for minor crimes, its impact will most likely be much broader. The ruling almost certainly also applies to searches of tablet and laptop computers, and its reasoning may apply to searches of homes and businesses and of information held by third parties like phone companies."

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