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Désobéissance civile, vivre-ensemble, santé mentale… Ces grandes questions de société et bien d’autres encore sont au cœur du savoir que propose Savoir média. Consacrée à la transmission des connaissances, la chaîne invite les esprits curieux à comprendre le monde à travers des contenus présentés sous forme de dossiers, de magazines, de débats, de capsules exclusives ou de documentaires aussi pertinents que divertissants, accessibles gratuitement en ligne et en ondes, sans publicité ni abonnement. Il s’agit du secret le mieux gardé du Web et du petit écran. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/topic/21st-century-learning-and-teaching
Via Gust MEES, Yashy Tohsaku
Maker Inspiration-WHERE to GET Information to Stay Informed? Well, you jumped in into the world of makers (OR want to do SO soon...) and you feel comfortable with it? You found out THAT it is important to learn about THAT movement as it brings out creativity and a BETTER understanding in EDUcation WHEN… Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=ARDUINO
Via Gust MEES
World Class
How to Build a 21st-Century School System
In a world where the kind of things that are easy to teach and test have also become easy to digitise and automate, it will be our imagination, our awareness and our sense of responsibility that will enable us to harness the opportunities of the 21st century to shape the world for the better. Tomorrow’s schools will need to help students think for themselves and join others, with empathy, in work and citizenship. They will need to help students develop a strong sense of right and wrong, and sensitivity to the claims that others make. What will it take for schools to be able to do this? Andreas Schleicher, initiator of the OECD Programme for International Student Assessment (PISA) and an international authority on education policy, has accompanied education leaders in over 70 countries in their efforts to design and implement forward-looking policies and practices.
While improvement in education is far easier to proclaim than achieve, in this book Schleicher examines the many successes from which we can learn. This does not mean copying and pasting solutions from other schools or countries, but rather looking seriously and dispassionately at good practice in our own countries and elsewhere to understand what works in which contexts. Trained in physics, Schleicher offers a unique perspective on education reform: he convincingly argues that it should not necessarily be less of an art, but more of a science. “No one knows more about education around the world than Andreas Schleicher. Full stop. For the first time, he's collected 20 years worth of wisdom in one place. World Class should be required reading for policy makers, education leaders and anyone who wants to know how our schools can adapt for the modern world – and help all kids learn to think for themselves.” – Amanda Ripley, author of The Smartest Kids in the World, a New York Times bestseller “[Schleicher]…grasps all the key issues, and does so through keeping his ear to the ground and by working out solutions jointly with a variety of leaders at all levels of the system, and in diverse societies” – Michael Fullan, Global Leadership Director, New Pedagogies for Deep Learning “Every visionary leader who is serious about improving student learning should add the data-driven World Class: Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=OECD
Via Gust MEES
The classroom of the future, according to the world’s best teachers
By Global Teacher Prize | March 2nd 2018
In many parts of the world, today’s classrooms are almost unrecognisable compared to those of a decade ago.
Technology is changing the way students learn and teachers teach. From interactive white boards replacing chalk boards to tablets replacing desktop computers, schools are becoming increasingly digital.
Looking ahead to 2030, greater internet connectivity and smarter technologies promise to radically reshape the classroom of the future.
We asked the Global Teacher Prize 2018 Finalists to share their views on how they feel the classroom will change in the coming decade, and what this means for the role of the teacher.
What do you think will be the biggest difference between the classroom of 2030 and the classroom of today?
Many of our Finalists predict that the trend of young people effectively teaching themselves will continue. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/
Via Gust MEES, R.Conrath, Ed.D.
There is growing recognition in the education systems around the globe that being able to problem-solve computationally—that is, to think logically and algorithmically, and use computational tools for creating artifacts including models and data visualizations—is rapidly becoming a prerequisite competency for all fields.
In 2012, the U.K. national curriculum began introducing computer science (CS) to all students. Singapore, as part of its “Smart Nation” initiative, has labeled developing CT as a “national capability.” Other countries, from Finland to South Korea, China to Australia and New Zealand, have launched large-scale efforts to introduce CT in schools, as either a part of new CS curricula or integrated into existing subjects. Here in the U.S., former President Barack Obama called on all K-12 students to be equipped with CT skills as part of an “Computer Science for All” initiative in 2016. Most emergent efforts in the US involving CT are currently part of CS curricula, although CT is increasingly seeing integration into STEM (especially science) learning. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Computational+Thinking
Via Gust MEES
New measures to boost key competences and digital skills, as well as the European dimension of education
Brussels, 17 January 2018
To follow up on the Gothenburg Summit, the European Commission has today adopted new initiatives to improve key competences and digital skills of European citizens, to promote common values and pupils' awareness of the functioning of the European Union.
The new proposals come only two months after European Heads of State and Government discussed education, training and culture at the Gothenburg Summit in November 2017. They are intended to reduce socio-economic inequalities, whilst sustaining competitiveness in order to build a more united, stronger and more democratic Europe. 1. A Council Recommendation on Key Competences for Lifelong Learning: Building on the Recommendation on Key Competences adopted in 2006, this proposal brings forward important updates reflecting the rapid evolution of teaching and learning since then. It aims to improve the development of key competences of people of all ages throughout their lives and to provide guidance to Member States on how to achieve this objective. A particular focus is placed on promoting entrepreneurial drive and innovation-oriented mindsets in order to unlock personal potential, creativity and self-initiative. Moreover, the Commission is recommending steps to foster competences in science, technology, engineering and mathematics (STEM) and motivate more young people to embark on a career in these fields. The proposals made today should also be seen as part of the answer to urgently improve European education systems to face the many challenges highlighted in the latest PISA survey. More generally, the measures will support Member States in better preparing learners for changing labour markets and for active citizenship in more diverse, mobile, digital and global societies. 2. A Digital Education Action Plan that outlines how the EU can help people, educational institutions and education systems better adapt to life and work in an age of rapid digital change by: making better use of digital technology for teaching and learning; developing the digital competences and skills needed for living and working in an age of digital transformation; and improving education through better data analysis and foresight. Initiatives include supporting schools with high-speed broadband connections, scaling up a new self-assessment tool for schools on the use of technology for teaching and learning (SELFIE) and a public awareness campaign on online safety, media literacy and cyber hygiene. 3. A Council Recommendation on common values, inclusive education and the European dimension of teaching: This initiative proposes ways in which education can help young people understand the importance of and adhere to common values set out in Article 2 of the Treaty of the European Union. It aims at strengthening social cohesion and contributing to fight the rise of populism, xenophobia, divisive nationalism and the spreading of fake news. The proposal also strengthens inclusive education to promote quality education for all pupils as well as the European dimension of teaching, so children also learn about Europe's common heritage and diversity and get a good understanding of the functioning of the EU. To support these aims, the Commission will take steps to increase virtual exchanges among schools, notably through the successful e-Twinning network, and boost school mobility through the Erasmus+ programme. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=EU
Via Gust MEES
“The future of education is digital. We live in an increasingly digital world, where technology is a part of our lives in so many ways. Now more than ever, it is crucial that we incorporate digital technology into education. To prepare students for higher education and future jobs, we must ensure that they are familiar with technology. Administrators who want to prepare their K-12 school for the future of education should look at the ways they use technology in the classroom. Schools that are future-ready are those that blend technology with learning seamlessly and include technology in nearly every lesson.”
I just shared my thoughts on the future of education, but what do my peers think? To find out, we decided to produce an expert roundup on the topic of the future of education. We asked 106 education experts to answer one question: “What are your thoughts on the future of education?” In part 1 of this series, we will focus on the future of K-12. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=modern-education
Via Gust MEES
In her early teaching years, Wanny Hersey learned how hands-on projects—which would eventually become known as “making”— could engage and motivate her English students like nothing she’d seen before. She’d witnessed the heartbreak of watching a one-size-fits-all education system fail to engage students who needed it most. And the joy of nurturing students’ natural desire to solve problems and create. Design thinking gives purpose to making. It's a problem-solving, action-oriented, human-centered process that we engage in to assist our students in their journeys as makers. These experiences as a teacher and administrator inspired her to found Bullis Charter school—with both her past and future students in mind. The award winning K-8 public school is focused on design thinking, making, and project-based learning—all of which Wanny believes engage children, and grow their natural curiosity. Wanny spoke to EdSurge about how making builds empathy, why it’s important to compensate teachers for continuously learning, and her advice for administrators who want to drive change through design thinking. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Design-Thinking https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/
Via Gust MEES
— Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.
— Varying the studying environment — by hitting the books in, say, a cafe or garden rather than only hunkering down in the library, or even by listening to different background music — can help reinforce and sharpen the memory of what you learn.
— A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.
— Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it, according to work by researchers including Henry Roediger III and Jeffrey Karpicke. (Roediger has co-authored his own book, “Make It Stick: The Science of Successful Learning.”)
Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2016/03/14/time-the-most-important-factor-neglected-in-education/ http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Brain
Via Gust MEES, massimo facchinetti
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Changing The Learning Process
Until now, this level of personalization has been limited to small classrooms, though AI makes every classroom feel like a small one. AI systems analyze students' progress on a scale that teachers alone cannot, effectively minimizing the student-teacher ratio problem. AI systems also erase distance. Learning happens anywhere at any time.
Another benefit of AI-augmented education is that it isn't judgemental. Constructive criticism from an AI tutor can feel less intimidating than a fellow human. Students, especially the underserved, who may not be accustomed to such feedback, are likely to respond more positively to this feedback and are thus more likely to seek it out in the future. Feedback from AI systems is instantaneous and thereby extremely effective and can be acted on immediately. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=AI https://www.scoop.it/t/21st-century-innovative-technologies-and-developments/?&tag=AI
Via Gust MEES
Working in learning technology, or education technology ("edtech"), is changing as our understanding of technology develops. We have become more aware not only of the potential of technological innovation but also of what is needed to scale up this innovation from use in small-scale pilots or single classrooms to applications for all learners. Scaling up requires not only infrastructure and technical capabilities but also skilled staff and robust policies. Most importantly, we need to keep questioning whether learning technology really delivers benefits for all students. We know that technology has huge potential, but we now have decades of research and practice to build on as we move our professional practice beyond advocacy and toward a more reflective, more critical perspective—a perspective that, I hope, will empower us to tackle some of the complex questions around ethics, inclusion, equality, and privacy.
In this article, I wish to combine both a personal perspective and one informed by my professional position. I wish to share my personal views in order to get across why I think it is so important that we develop a more mature, more reflective, more critical perspective in our professional practice and how we might set about doing so in the age of automation and technological determinism. My outlook is also informed by the research, practice, and policy making led by the Association for Learning Technology (ALT) in its twenty-five years of work with thousands of professionals in the United Kingdom and across the globe. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Grit https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/ https://gustmees.wordpress.com/2017/08/25/adventures-of-learning-how-does-it-happen/ https://gustmees.wordpress.com/?s=life+long+learning
Via Gust MEES
November 17, 2018
The vast majority of the AI advancements and applications you hear about refer to a category of algorithms known as machine learning. (For more background on AI, check out our first flowchart here.)
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Machine-learning algorithms use statistics to find patterns in massive* amounts of data. And data, here, encompasses a lot of things—numbers, words, images, clicks, what have you. If it can be digitally stored, it can be fed into a machine-learning algorithm.
Machine learning is the process that powers many of the services we use today—recommendation systems like those on Netflix, YouTube, and Spotify; search engines like Google and Baidu; social-media feeds like Facebook and Twitter; voice assistants like Siri and Alexa. The list goes on.
In all of these instances, each platform is collecting as much data about you as possible—what genres you like watching, what links you are clicking, which statuses you are reacting to—and using machine learning to make a highly educated guess about what you might want next. Or, in the case of a voice assistant, about which words match best with the funny sounds coming out of your mouth.
Frankly, this process is quite basic: find the pattern, apply the pattern. But it pretty much runs the world. That’s in big part thanks to an invention in 1986, courtesy of Geoffrey Hinton, today known as the father of deep learning. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=machine+learning
Via Gust MEES
What does this guidance cover?
This guidance report is relevant to the teaching of all students, within any subject area. Most of the examples included are from Key Stages 1 to 4, where the research is strongest. It introduces a simplified framework for self-regulated learning and metacognition.
In due course, we will publish a more detailed research review exploring the subject in more depth; this is an area of academic discussion that may be of interest to some teachers. Here, however, we have simplified the frameworks to allow for ease of understanding and use in real-world settings—we focus on what the evidence says about what teachers can do to develop these skills. Often the research evidence is generic and hard to interpret; by giving specific examples we have tried to bring the work alive for teachers (but this means they are less directly supported by strong evidence).
This guidance draws on a review of the evidence about self-regulated learning and metacognition led by Professor Daniel Muijs and Dr Christian Bokhove (University of Southampton). It is not a new study in itself, but rather is intended as an accessible overview of existing research with clear, actionable guidance. More information about the review and the process is at the end of the review. Some key references are included here; for those wishing to explore the subject in more depth, the forthcoming report will contain a more comprehensive reference section.
Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Metacognition
Via Gust MEES
Formal knowledge representation (KR) is about building models of the world, of a particular domain or a problem, which allow for automatic reasoning and interpretation. Such formal models are called ontologies and can be used to provide formal semantics (i.e., machine-interpretable meaning) to any sort of information: databases, catalogs, documents, web pages, etc. The association of information with such formal models makes the information much amenable to machine processing and interpretation.
Cit. Atanas Kiryakov. In Semantic Web Technologies: Trends and Research in Ontology-based Systems; John Davies (Editor), Rudi Studer (Co-Editor), Paul Warren (Co-Editor). pp. 115-138 John Wiley & Sons, Europe. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Ontology
Via Gust MEES
Flipping the curriculum could help us meet the demands of the artificial-intelligence era
Technologies such as artificial intelligence, robotics, and biotech are redefining what it means to be human—and employable.
Jobs are disappearing as automation replaces the need for people. New occupations are emerging that demand competencies that can transfer across the multiple assignments workers will experience in their lives. The disappearance of global boundaries presents opportunities—and risks—for all workers.
These changes demand a significant, ambitious evolution in how we prepare students for their future in a world that's increasingly volatile, uncertain, complex, and ambiguous. We need a relevant and modernized education. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=modern-education
Via Gust MEES, José Moraga Campos
Est-ce que votre développement professionnel est efficace ?
January 12, 2018
Un développement professionnel soutenu et mobilisateur
•-Est-ce qu’il combine les besoins des personnes et ceux de l’unité éducative ?
•-Est-ce qu’il engage les enseignants et l’équipe de direction ?
•-Est-ce qu’il prend en compte les besoins d’apprentissage des élèves en fonction des classes et des niveaux de scolarité ?
•-Est-ce qu’il est approprié aux différents types d’enseignement et à une dynamique d’innovation ou d’expérimentation ?
•-Est-ce qu’il est adapté à l’apprentissage personnalisé des élèves ?
•-Est-ce qu’il intègre les propositions des enseignants et leur permet de faire des choix ? Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/?s=professional
Via Gust MEES, Mark E. Deschaine, PhD
Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving, effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. However, research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning. Accordingly, we set out to discover the features of effective PD. This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. We identify the features of these approaches and offer rich descriptions of these models to inform those seeking to understand the nature of the initiatives. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/?s=coaching https://gustmees.wordpress.com/?s=professional+development
Via Gust MEES, Rosemary Tyrrell, Ed.D.
Exponential technologies have a tendency to move from a deceptively slow pace of development to a disruptively fast pace. We often disregard or don’t notice technologies in the deceptive growth phase, until they begin changing the way we live and do business. Driven by information technologies, products and services become digitized, dematerialized, demonetized and/or democratized and enter a phase of exponential growth. Nicole Wilson, who was Singularity University’s vice president of faculty and curriculum until last year, believes education technology is currently in a phase of deceptive growth, and we are seeing the beginning of how exponential technologies are impacting 1) what we need to learn, 2) how we view schooling and society and 3) how we will teach and learn in the future. [Gust MEES] Simply put, as WE (#Schools) DON'T know WHAT THAT world would be, WE SHOULD prepare the #students #LEARNers for <===> #LEARNing2LEARN to become #LifeLongLEARNing persons! Please check my #blog post <===> https://gustmees.wordpress.com/.../teaching-was.../ <===> #ModernEDU #Coaching
Via Gust MEES
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