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Medienpädagogik Praxis-Blog: Greenscreen-Technik mit Mobilgeräten

Medienpädagogik Praxis-Blog: Greenscreen-Technik mit Mobilgeräten | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
CC BY-SA Sandra Schön Neben dem Trickfilm ist die Greenscreen-Technik eine Möglichkeit, auch in medienpädagogischen Projekte zu zeigen, wie auch
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Zentrum für multimediales Lehren und Lernen (LLZ)
E-Learning, E-Teaching, E-Assessment, E-Portfolio, Multimedia, OER, Datenschutz, Mobile Learning, E-Strategie, Implementierung, Social Media, ILIAS, Tools
Curated by LLZ Uni Halle
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These are the top 10 workforce skills students will need by 2020  (Infographic)

These are the top 10 workforce skills students will need by 2020  (Infographic) | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
In a competitive world, students will need an arsenal of workforce skills in order to stand out from their peers as they enter the real world.

Via Ana Cristina Pratas
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10 Ways to Create the Classroom of the Future

10 Ways to Create the Classroom of the Future | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
While educational standards may differ from school to school there is one thing that is always nearly the same: the classroom set out. Desks are arranged in rows or groups, and the teacher stands at the front and teach. This set out has changed very little in a hundred years even with all the technological advancements that have been made. Edtech not only changes the way that children learn but changes the way they interact with one another, the classroom space and their teacher. Things need to change if classrooms are to meet the needs of the modern learner. Below …

Via Guido Knaus
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Is Instructional Design Thriving or Dying?

Is Instructional Design Thriving or Dying? | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
What’s the state of instructional design? It all depends on how you look at it. Here are four points of view. What’s yours?
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Here’s How We Can Reinvent the Classroom for the Digital Age

Here’s How We Can Reinvent the Classroom for the Digital Age | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Today, the blackboard has become a whiteboard; chalk has become a magic marker; the slates that students used have been replaced by notebooks; and classes have sometimes gotten smaller. Little else has changed. True, some schools are providing their students with laptops, and teachers are increasingly using technology and encouraging collaboration. But the methods are essentially the same—with the teacher dictating learning.

Via Nik Peachey
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Willem Kuypers's curator insight, July 15, 2:41 AM
J'aime entre autres la conclusion : le digital tutor arrive seulement dans 5 à 10 ans
Norton Gusky's curator insight, July 15, 4:43 PM
Insightful article that provides great recommendations
Lon Woodbury's curator insight, July 21, 4:14 PM

Its a change that is being forced onto our public education. -Lon

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Using E-Portfolios in Your Classroom

Using E-Portfolios in Your Classroom | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
E-portfolios are becoming the perfect way to collect, share, collaborate, and grade assignments in most classrooms.

Via Guido Knaus
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12 Good Android Productivity Apps for Teachers

12 Good Android Productivity Apps for Teachers | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education
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The Attention Span Crisis - eLearning Industry

The Attention Span Crisis - eLearning Industry | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Interested in an insight into the Attention Span Crisis? Check about your learners' attention spans and a radical suggestion about how to increase them.
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Flip with Spiral

(Learn more at https://spiral.ac) Meet Claire. She started using Spiral by uploading her presentations. This allowed her to set questions at various point

Via Ana Cristina Pratas
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Web Literacy

Web Literacy | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
We want more people to see themselves as citizens of the web. The Mozilla Learning Network offers programs and a global community dedicated to helping people learn the most important skills of our age: the ability to read, write and participate in the digital world.

Via Ana Cristina Pratas
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Willem Kuypers's curator insight, July 7, 5:54 AM
Très jolie carte pour découvrir les compétences nécessaires au 21e siècle.
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What Sources Of Learning Analytics Should You Be Collecting?

What Sources Of Learning Analytics Should You Be Collecting? | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it

"If you’re new to learning analytics, what’s the right data to use? Here are the top sources of learning analytics that make sense for you."


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Mixed Reality Coming At You : Learning Solutions Magazine

Mixed Reality Coming At You : Learning Solutions Magazine | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Mixed reality is more than one thing, a broad technology spectrum that we are now beginning to explore. What are its uses for learning? Here are some answers.
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Deutscher Bildungsserver und Lehrer-Online schaffen gemeinsame Suche für Unterrichtsmaterialien - Lehrer-Online

Künftig können Lehrkräfte noch leichter als bisher nach kostenfreien und qualitätsgesicherten Unterrichtsmaterialien suchen. Das Bildungsportal Lehrer-Online bietet ab sofort gemeinsam mit dem Deutschen Bildungsserver eine integrierte Materialsuche auch über Lehr-Lern-Materialien des gemeinsamen Ressourcenpools ELIXIER der Landesbildungsserver, des Deutschen Bildungsservers und des FWU an.

Via Elke Höfler
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The Importance Of Learning Analytics In Instructional Design - eLearning Industry

The Importance Of Learning Analytics In Instructional Design - eLearning Industry | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Want to know about the importance of Learning Analytics In Instructional Design? Check about the importance of Learning Analytics In Instructional Design.
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Anreicherung der Präsenzlehre mit multimedialen Elementen – Digital lehren

Anreicherung der Präsenzlehre mit multimedialen Elementen – Digital lehren | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Bereits seit den 1970er Jahren lässt sich im hochschuldidaktischen Diskurs ein Perspektivwechsel vom Lehren zum Lernen (“shift from teaching to learning”) beobachten, der durch die Bologna-Reform zusätzlich befördert wurde. Im Zentrum der Lehre soll demnach nicht mehr der Lehrende stehen, der die Inhalte und Lehrziele seiner Veranstaltung festlegt, sondern die Studierenden und ihr Lernprozess. Kennzeichnend für die “Studierendenzentrierung”, dem Kernelement der europäischen Studienreform, ist die veränderte Rolle des Dozierenden, der eher als Lernbegleiter als als Wissensvermittler fungiert. Zugleich steht im Vordergrund, was Studierende am Ende einer Lehrveranstaltung bzw. ihres Studiums wissen, verstehen und in der Lage sind zu tun, d. h. welche Kenntnisse, Fähigkeiten, Fertigkeiten und Kompetenzen sie erworben haben (vgl. Abb. 1).[1]
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‘Adaptive’ Should Be Your Mantra While Creating Moodle Content

‘Adaptive’ Should Be Your Mantra While Creating Moodle Content | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Adaptive (content), Adaptive (assessment), Adaptive (sequence). This inhale-exhale exercise also doubles as a learning content creation technique. A guest post on the Blackboard blog details the elements that make for great adaptive approaches in educational design. Not only do they make for more flexible experiences, they help optimize the work of adaptive systems and services for Moodle and other LMS.

Evidence in favor of technology-based approaches that take personal variables, especially skill levels into account, keeps growing. With the help of tools such as IADLearning’s, students are set on a learning track that responds to their performance and interests in real time. These tools make sure students find content that’s challenging and interesting, seemingly the ideal combination for best (and fastest) performance according to research.

Via Miloš Bajčetić
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Perspective | I finally found a way to get students talking in class: Teach it online

Perspective | I finally found a way to get students talking in class: Teach it online | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it

Bill Bergman - A lecturer in marketing at the University of Richmond writes about his first experience teaching an online class, and the unexpected intensity of student participation.


Via Dennis T OConnor
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Dennis T OConnor's curator insight, July 14, 7:47 PM

Teaching online can be so satisfying when you build a community of practice and truly connect with your students. See how this first time online teacher found his way. 

Ines Bieler's curator insight, July 15, 3:56 AM

Teaching online can be so satisfying when you build a community of practice and truly connect with your students. See how this first time online teacher found his way. 

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My Students Don’t Like Group Work

My Students Don’t Like Group Work | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Students don’t always like working in groups. Ann Taylor, an associate professor of chemistry at Wabash College, had a class that was particularly vocal in their opposition. She asked for their top 10 reasons why students don’t want to work in groups and they offered this list (which I’ve edited slightly)

Via Dennis T OConnor
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Dennis T OConnor's curator insight, July 12, 12:05 PM

When group work is successful you feel great. When it crashes you feel bad. These tips will help you design online group experiences that succeed. 

Juanita Amiel Garcia's curator insight, July 12, 11:59 PM

When group work is successful you feel great. When it crashes you feel bad. These tips will help you design online group experiences that succeed. 

Ivon Prefontaine, PhD's curator insight, July 13, 1:36 PM
I found group activities had to be preceded by teaching and that feedback from the teacher was essential throughout. I applied my hockey coaching. If it was only one or two students, I would give one-on-one. If it was a large number of students, I would stop the class and revisit concepts. What did they understand? That was a central question. I asked what they understood. Quite often, students were unable to tell me what they did not know.
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Google's stunning Blocks app lets anyone create a world in VR

Google's stunning Blocks app lets anyone create a world in VR | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Google's Blocks app was designed so anyone can create a world in VR. The results are absolutely mesmerizing, and easier than you think.

Via Cindy Rudy, Laurent Picard, steve batchelder
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Jeff Domansky's curator insight, July 13, 2:46 PM

Does virtual reality make sense in your world of marketing, content or education?  Check out Google Blocks which lets you create your own VR world.

David W. Deeds's curator insight, July 13, 8:56 PM

How is it I had never heard of this before?? Thanks to Cindy Rudy.

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7 Ethical Concerns With Learning Analytics - eLearning Industry

7 Ethical Concerns With Learning Analytics - eLearning Industry | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Wondering about the ethical implications of learning analytics? Check 7 Ethical Concerns With Learning Analytics and how to protect learners’ privacy.
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Digital Skills in Higher Education -  All Aboard

Digital Skills in Higher Education -  All Aboard | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it

Via Ana Cristina Pratas, BlessTheTeacher
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The Difference Between Technology Use And Technology Integration

The Difference Between Technology Use And Technology Integration | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
The Difference Between Technology Use And Technology Integration

Via Kim Flintoff
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Opinion: Forget “digital natives.” Here’s how kids are really using the Internet

Opinion: Forget “digital natives.” Here’s how kids are really using the Internet | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
By challenging the assumption that every child growing up today is a one-size-fits all digital native, we can make sure each of them can find their own way to relate to technology — whether using it to accomplish basic tasks or to create new technologies and worlds. Being aware of our kids’ differences now is what could help keep them from drifting apart.

Via Nik Peachey
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Chris Carter's comment, July 5, 9:37 PM
A much more nuanced view, and one that I appreciate. I have long called so-called digital natives "digital naives" because the majority of kids only know enough about tech to use it to accomplish what they wish to accomplish. Tech does not really come any easier for them. Tech is simply more common to them.
Nevermore Sithole's curator insight, July 6, 5:17 AM
Opinion: Forget “digital natives.” Here’s how kids are really using the Internet
Edward Russell's curator insight, July 7, 10:51 AM
beyond these over-simplified tags. this distinction is always interesting, as is how young people actually use tech.
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How 'digital natives' are killing the 'sage on the stage'

How 'digital natives' are killing the 'sage on the stage' | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Lectures and lecturers will have to adapt to modern times in order to stay relevant.

Via Ana Cristina Pratas
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Kelly Christopherson's curator insight, July 3, 8:17 PM
There is a need to blend techniques and tools in effective ways. Good teachers have known this. It is not always standing at the front and lecturing.
Rosemarri Klamn's curator insight, July 6, 2:22 PM

Two interesting perspectives in this article – the Digital Native lens (active learner video) and link to an article on explicit learning (and its continued role in education – although tempered with measures of active learning). As an online university tutor (sage on the stage) and doctoral student in Education (Distance Education) I am curious about finding the right mix of learning strategies to help learners.

 

Ashman, Greg. (2015, April 8). Ignore the fads: teachers should teach and students should

            listen. The Conversation. Retrieved from:

https://theconversation.com/ignore-the-fads-teachers-should-teach-and-students-should-listen-39634

 

 

Cowling, M. & Brack, C. (2015, May 6). How Digital Natives are Killing the Sage on the Stage.

            The Conversation. Retrieved from:

https://theconversation.com/how-digital-natives-are-killing-the-sage-on-the-stage-39923

 

Willem Kuypers's curator insight, July 10, 11:39 PM
Effectivement, avec les digital natives, on ne peut plus 'donner cours' comme auparavant.
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Animationen und 3D-Content – was ist bei der Gestaltung zu berücksichtigen? — Termin: 3.7.17, 14 Uhr - e-teaching.org

Animationen und 3D-Content – was ist bei der Gestaltung zu berücksichtigen? — Termin: 3.7.17, 14 Uhr - e-teaching.org | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Animationen und dreidimensionale Darstellungen erzeugen Aufmerksamkeit und bieten viele Möglichkeiten, Lernende zu aktivieren. Im Vergleich mit anderen digitalen Darstellungsformaten stehen sie jedoch häufig nicht im Fokus von Lehrenden. Im Online-Event soll vorgestellt werden, welches Potenzial damit verbunden ist, Lerninhalte nicht nur bewegt und realitätsnah, sondern auch interaktiv zu präsentieren. Dabei kommt neben der (lern-)psychologischen auch die medientechnische Perspektive zur Sprache.
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5 Ways to Fail at Blended Learning

5 Ways to Fail at Blended Learning | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Avoid these five ways to fail at Blended Learning. Instead of doing these five things, consider these other strategies to implement Blended Learning.

Via elearning hoje, steve batchelder
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