Learning and Technologies
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Learning and Technologies
Technologies to Augment Learning and Teaching
Curated by Dr Peter Carey
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Rescooped by Dr Peter Carey from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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Five Ways to Create Mind Maps and Flowcharts Online via @rmbyrne

Five Ways to Create Mind Maps and Flowcharts Online via @rmbyrne | Learning and Technologies | Scoop.it
Earlier this week Tony Vincent Tweeted an excellent graphic  that he made to show the process of creating a flowchart in Google Drawings

Via Tom D'Amico (@TDOttawa)
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How to design classrooms effectively for Digital Learners

How to design classrooms effectively for Digital Learners | Learning and Technologies | Scoop.it

Surprisingly, it’s only recently that modern schools and districts have taken a good long look at how to design classrooms effectively for their learners’ needs. With that initiative have evolved solid ideas for the most crucial elements needed to achieve this. According to Envision, there are 6 key components to any well-designed classroom:

Flexibility of furniture and spaceAreas for collaborative learning and independent studyFacilitation of movementFostering of inspiration and creativityTechnology
Via Edumorfosis, juandoming
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Metacognition and self-regulated learning | Education Endowment Foundation | #LEARNing2LEARN

Metacognition and self-regulated learning | Education Endowment Foundation | #LEARNing2LEARN | Learning and Technologies | Scoop.it

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

 


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Gust MEES's curator insight, May 5, 5:25 AM

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

 

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Study: Virtual schools are gaining momentum, but performance lags

Study: Virtual schools are gaining momentum, but performance lags | Learning and Technologies | Scoop.it
The National Education Policy Center finds enrollment in virtual and blended learning schools is on the rise, but says a better model needs to be in place.
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Home | Learning Potential Resources

Home | Learning Potential Resources | Learning and Technologies | Scoop.it
Learning Potential Resources is your online resource to support your child's literacy and numeracy development. Here, you'll find useful games and activities for primary school aged children, aligned to the Australian Curriculum that you can do at home.
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Another Great Tool Bites the Dust

Another Great Tool Bites the Dust | Learning and Technologies | Scoop.it
One of my favorite backchannel tools is going away soon. Are there any replacements to ease its going? Read on to find out!
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DuckDuckGo vs. Google: The Best Search Engine for You

DuckDuckGo vs. Google: The Best Search Engine for You | Learning and Technologies | Scoop.it
DuckDuckGo might be the privacy-focused search engine you've been looking for. But do its features hold up? We look at DuckDuckGo vs. Google to find out.
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Resources | Australian Computing Academy

Resources | Australian Computing Academy | Learning and Technologies | Scoop.it
Resources: Get students started with programming
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STEM review: Schools and universities are sending the 'wrong signals' to students, chief scientist finds

STEM review: Schools and universities are sending the 'wrong signals' to students, chief scientist finds | Learning and Technologies | Scoop.it
Chief Scientist Alan Finkel strongly defends STEM and pushes for a review of university entry, including the ATAR.
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School designs from around the globe - Teacher

School designs from around the globe - Teacher | Learning and Technologies | Scoop.it
Teacher takes a look at the latest developments in school design, showcased this week at the World Architecture Festival in Singapore.
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As Pedagogy Changes, Learning Spaces Are Transforming Too

The American architect Louis Sullivan coined the phrase "form follows function," and this is true of classrooms as well.
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The ‘experimental’ concept of grouping students by ability instead of age divides the experts

The ‘experimental’ concept of grouping students by ability instead of age divides the experts | Learning and Technologies | Scoop.it
A Melbourne school has scrapped age-based classes and given students free rein to assign themselves to whatever year level they feel best meets their ability.

Students at Templestowe College – a public secondary school in Melbourne’s eastern suburbs – are grouped according to their skill or ability level, rather than their age.

“Entry students” (Year 7’s) must study four core units – English, maths, science and health/physical education – with other similar-aged students, and can begin to familiarise themselves with other mixed-aged students by choosing two units from their 130 different electives.

From Year 8 onwards, students have complete control over the course load and can work at a level they feel is best suited to their ability. A class can include anyone from 13 to 18 years of age.

Principal Pete Ellis said 20 per cent of Year 8-aged students took a VCE unit in 2017 and passed.

“Anything is possible”, Mr Ellis said.

Via Kim Flintoff
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Kim Flintoff's curator insight, March 31, 7:34 PM
A Melbourne school has scrapped age-based classes and given students free rein to assign themselves to whatever year level they feel best meets their ability. Students at Templestowe College – a public secondary school in Melbourne’s eastern suburbs – are grouped according to their skill or ability level, rather than their age.
Rescooped by Dr Peter Carey from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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Encyclopaedia Britannica Group Launches Free Chrome Browser Extension via TechLearning 

Encyclopaedia Britannica Group Launches Free Chrome Browser Extension via TechLearning  | Learning and Technologies | Scoop.it
The Encyclopaedia Britannica Group today announced Britannica Insights, a free Chrome browser extension.Britannica Insights works with major search engines –

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magnus sandberg's curator insight, June 25, 8:13 AM
My chrome extensions shelf is the tidiest place in my generally messy digital workspace. Not many extensions are found worthy of a visible place up there. This one looks very promising and is given a chance. We will see. 
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English Immersion Online | Learn English with Videos | FluentU

English Immersion Online | Learn English with Videos | FluentU | Learning and Technologies | Scoop.it
English immersion is the key to learning English. FluentU brings English learning to life through English immersion with real-world videos.

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Nik Peachey's curator insight, May 5, 1:16 AM

Interesting looking app for learning multiple languages. based around authentic video and vocabulary development.

Mark A J Ellis's curator insight, May 6, 12:27 PM
Working with this and getting good initial feedback.
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How a Multimedia Approach Helps Students Learn

How a Multimedia Approach Helps Students Learn | Learning and Technologies | Scoop.it
Spread the loveFor a long time, I thought that “studying” meant rereading the same old textbook or lecture notes over and over—usually without really getting anywhere. I would nod along as I read, thinking Yep, this looks familiar. And after hours of cramming, I’d close the book and promptly forget everything. If you suspect that this study strategy isn’t the best, you’re right. Simply rereading old material is a form of passive learning: it doesn’t prompt students to think, question, analyze, or apply information as they read, nor does it challenge them to incorporate new ideas into their understanding of …
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The Future of Education & Skills 2030

The Future of Education & Skills 2030 | Learning and Technologies | Scoop.it
The Future of Education and Skills 2030 project aims to help countries find answers to what knowledge, skills, attitudes and values are needed for today's students to thrive and shape their world, as well as how instructional systems can effectively develop them.

Via Nik Peachey, Kim Flintoff
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Nik Peachey's curator insight, April 27, 12:53 AM

A 'must read'.

Kim Flintoff's curator insight, May 3, 8:22 PM
The Future of Education and Skills 2030 project aims to help countries find answers to what knowledge, skills, attitudes and values are needed for today's students to thrive and shape their world, as well as how instructional systems can effectively develop them.
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Understanding Today's Empowered Learners

Understanding Today's Empowered Learners | Learning and Technologies | Scoop.it
People learn faster than we can teach. Are we adjusting to their needs or still relying on an old-school model of course design where we package course?

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Online Classes vs Traditional Classes: Is Traditional Education Dying? - EdTechReview™ (ETR)

Online Classes vs Traditional Classes: Is Traditional Education Dying? - EdTechReview™ (ETR) | Learning and Technologies | Scoop.it
Online Education: Pros and Cons

Online classes are gradually conquering the education world. Students find them..
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One Giant Festival for all of Education | EduTECH Australia 2018 | 6 - 8 June 2018

One Giant Festival for all of Education | EduTECH Australia 2018 | 6 - 8 June 2018 | Learning and Technologies | Scoop.it
The largest education event in Asia-Pac and the Southern Hemisphere. Consisting of 1 large exhibition, 12 parallel congresses and 9 masterclasses.
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DT Challenges | Australian Computing Academy

DT Challenges | Australian Computing Academy | Learning and Technologies | Scoop.it
Australian Digital Technologies Challenges for Years 5 - 8
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What Does a 21st Century Classroom Look, Sound, and Feel Like? –

What Does a 21st Century Classroom Look, Sound, and Feel Like? – | Learning and Technologies | Scoop.it
Part of a technology coach's role these days is to convince teachers that their job description has changed. The industrial model of education is well past its expiration date, and the generation of students born today are going to graduate into a world that will look completely different than our own. In order to train…
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Teaching for the Future - Books - OECD iLibrary

Teaching for the Future - Books - OECD iLibrary | Learning and Technologies | Scoop.it
Teachers are the most important school-related factor influencing student learning. Teachers can help level the playing field and provide opportunities for success to all their students. They can inspire students to innovate; to think and reflect and to work in collaboration with others. Good teachers can also stimulate and guide students' development so that their achievements go beyond their own expectations. Therefore, how teachers achieve this in the classroom is important to understand. Teaching for the Future: Effective Classroom Practices To Transform Education links research and data on key issues facing teachers today with teachers’ own experiences to overcome challenges and create an effective classroom. This report builds on the discussions and stories shared at the Qudwa Global Teachers’ Forum, organised by the Crown Prince of Abu Dhabi on 7-8 October 2017. It captures the efforts made by teachers, from across the world, to facilitate student learning and transform education to build a fairer, humane and inclusive world. The report provides an in-depth analysis of issues that teachers encounter in their day-to-day professional life, particularly those around equity and reducing personal and social disadvantage, building academic, social and emotional well-being of students through parental engagement and integrating information and communication technology in classrooms.

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Kim Flintoff's curator insight, March 26, 9:46 PM
"Teaching now is more dynamic, challenging and demanding than ever before. Teachers are expected to continuously innovate, adapt, and develop their teaching practices to equip all students with the skills and knowledge they will need to succeed in life and work. Classrooms are increasingly diverse and effective teaching demands that teachers individualise the learning experience to accommodate the needs of all. At the same time, teachers are expected to collaborate with parents and communities to support the academic, social and emotional development of students. Moreover, technological changes and the increased availability of digital resources are opening new avenues for both teaching and learning."