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15 iPad Apps to enhance students creativity

15 iPad Apps to enhance students creativity | Edumorfosis.it | Scoop.it

I am revisiting this topic of enhancing students creativity using iPad apps for the second time this year. Almost 10 months ago I featured here in Educational Technology and Mobile Learning a selection of some great apps that can be used in class to boost students creative thinking; and today and after having reviewed hundred of new educational apps since that post, I decided to compile an updated version of that list and include some newly featured apps in the category of creativity.

Of course by creativity I mean giving students the chance to take their learning to the next step, one in which they are active producers and participators in knowledge building. Creativity is all about creation and iPad is an ideal device to support this creative thinking. Check out the apps I have handpicked for you today and share with us if you have other suggestions :

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Por qué el Machine Learning será la tecnología más importante en 2018 

Por qué el Machine Learning será la tecnología más importante en 2018  | Edumorfosis.it | Scoop.it

El aprendizaje automático será una tecnología definitoria de 2018, haciendo más para cambiar la forma en que vivimos y trabajamos que cualquier tecnología desde la irrupción de internet.

Para entender por qué, primero tenemos que superar los titulares sensacionalistas en torno a que los robots están "robando nuestros trabajos". La innovación y el uso de herramientas para facilitar la vida han sido un marcador del progreso a lo largo de la historia, a través de revoluciones agrícolas e industriales. Ahora estamos en una revolución de datos y, a medida que avanzamos, algunos de los roles de las personas cambiarán, pero el progreso ha traído constantemente la creación de nuevos empleos, nuevos modelos de negocio e industrias completamente nuevas. Lejos de convertirnos en obsoletos, el aprendizaje automático aumentará la humanidad y nos hará más eficientes.


Via juandoming
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¿Conoces los 6 retos del aprendizaje en una sociedad híbrida?

¿Conoces los 6 retos del aprendizaje en una sociedad híbrida? | Edumorfosis.it | Scoop.it

El mundo imaginario donde humanos y robots conviven en el mismo espacio ya está aquí, aunque no lo tengamos en el comedor de casa.

Hace pocas semanas, un robot dotado de inteligencia artificial superó el examen escrito necesario para ejercer oficialmente la medicina en China (1). Los Emiratos Árabes Unidos acaban de crear en Dubai un Ministerio dedicado a la Inteligencia Artificial (2) Arabia Saudita ha concedido la ciudadanía a un robot femenino llamado Sophia, en medio de una gran controversia mediática (3).

Cuando la UNESCO plantea los Objetivos de Desarrollo Sostenible para el año 2030 (4), no hace únicamente alusión a las necesidades ecológicas para luchar contra el cambio climático, o al reto económico de integrar el relevo tecnológico en el mundo laboral, sino que lanza un llamamiento al mundo para mantener la sostenibilidad social, cultural y humanista que ha de garantizar la continuidad de nuestra especie.

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Redefining the relationship between teachers and students leading to mastery learning

Redefining the relationship between teachers and students leading to mastery learning | Edumorfosis.it | Scoop.it

In Visible Learning for Teacher: Maximizing Impact on Learning, John Hattie describes the conditions that lead to identifying learning intentions and success criteria.  He describes the learning equation as five variables that a teachers needs to understand and design around.

 

Challenge represents a design criteria that every teacher faces: designing a learning experience that is appropriately challenging for each student.  Instead of designing a lesson that targets one level of challenge, differentiate the lesson to meet the readiness represented by the diverse learners in the classroom.  The challenge has to be developmentally appropriate so that each learner stays engaged.  Hattie writes about the challenge creating dissonance for the student such that errors occur in a supportive environment where the teacher is side-by-side with the student, providing guidance, support, and effective feedback.


Via juandoming
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[Infographic] The rise of the live Online Learning Facilitator

[Infographic] The rise of the live Online Learning Facilitator | Edumorfosis.it | Scoop.it

The virtual classroom is, without doubt, a highly powerful tool in the arsenal of the modern learning professional. It continues to be adopted by organisations worldwide and is, in many cases, the go-to solution for interactive, synchronous elements of blended learning interventions. Agile learning delivery using virtual classrooms is increasingly seen as the perfect way to keep with the pace of business change. Face-to-face classroom courses can be cumbersome and costly to continuously update and change. Conversely, live online learning in virtual classrooms engages learners in short, focused sessions which fit into busy schedules and can be easily adapted. Live online learning fosters learner autonomy, self-pacing, personalisation and shorter times-to-competence.


Via elearninginfographic
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Next generation learning

Next generation learning | Edumorfosis.it | Scoop.it

Learning 2.0 is socially much richer and more participatory, and relies more on interaction with other learners than any previous learning approach. This change has been realised through access to inexpensive internet tools that offer easy ways to connect with others of similar interest. There is a growing understanding that it's not so much what you know anymore, but who you know. No longer is the computer your only mind tool and extension of your memory - now you can also call on everyone else in the world. Social media are enabling learners everywhere to connect and work together with each other, forming convenient communities and networks of shared interest. The full power of the Learning 2.0 approach has yet to be realised, but already we are seeing radical shifts in the way learning is conducted. I also argued that if we view sequenced versions of the Web, based on the way learners use it, we will inevitably have to think of Learning 3.0, and beyond.


Via Cristóbal Suárez
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¿Tecnología en el aula o tecnología para la vida?  

¿Tecnología en el aula o tecnología para la vida?   | Edumorfosis.it | Scoop.it

Vivimos en el gran mantra de “la integración de la tecnología en el aula” como si eso fuera de por sí la solución a todos los problemas de nuestra realidad educativa. Sobredotar de tecnología el aula sin más no solo no es la respuesta sino que puede acrecentar las dificultades. Pero paremos un momento, ¿qué … Sigue leyendo ¿Tecnología en el aula o tecnología para la vida?


Via Marta Torán
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Marta Torán's curator insight, December 9, 2:24 PM

Muy interesante la reflexión de Tíscar Lara.


Competencia digital y mediática en el aula. Tecnología pero también autonomía, pensamiento crítico, creatividad, innovación...


 


 

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12 different types of Blended Learning (top models)

12 different types of Blended Learning (top models) | Edumorfosis.it | Scoop.it

In The Definition Of Blended Learning, we offered that ‘blended learning is a model that combines online and face-to-face learning spaces and experiences.’ Below, we identify and describe 12 different types of blended learning.

Obviously, there aren’t just 12. It could be argued that there are thousands of types of blended learning varying by content, scale, technology, learning spaces, etc.

The purpose of this post is to A) Explain the most commonly referred to types of blended learning as most educators know them and B) Help you think more about blended learning as a flexible concept that ideally empowers both teachers and students to improve learning outcomes so that you can C) Identify and adapt a blended learning model that’s right for your school, classroom, and students.

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¿El conocimiento y el aprendizaje de hoy es el que definen los expertos?

¿El conocimiento y el aprendizaje de hoy es el que definen los expertos? | Edumorfosis.it | Scoop.it

Una de las ventajas competitivas que definen una organización tiene es el conocimiento y cómo se capta ese conocimiento, almacena…, e hicieron recuperable para los demás. Estamos en tiempos de conocimiento-aprendizaje 3.0 y se refiere al aprendizaje que se produce a través del intercambio desde que se enseña o cuando el producto de aprendizaje se define por los expertos. En un mundo de aprendizaje 3.0, el enfoque principal ya no en el alumno individual es, sino más bien hacia la comunidad y de las personas que te rodean.


En nuestra economía del conocimiento existente, fija, activos tangibles ya no son una fuente de ventaja competitiva sostenible. En cambio, el conocimiento, como recurso intangible, ofrece una ventaja competitiva, ya que se encuentra dentro de las personas en una organización y no se replica fácilmente.


Para hacer frente a este problema, las estrategias de gestión de los CONOCIMIENTOS necesitan ser desarrollados para permitir que una organización pueda capturar, almacenar y recuperar el conocimiento. El conocimiento es un recurso que puede afectar la efectividad de una organizacion, negocio, y la gestión de ese conocimiento es crucial para las organizaciones que buscan diferenciarse de sus competidores.


Hay aproximadamente cinco actividades de gestión del conocimiento que la mayoría de las organizaciones deben estar preocupadas. Estos incluyen la creación, almacenamiento, distribución, integración y despliegue de conocimiento. El primer componente de la gestión del conocimiento, la creación de conocimiento, se produce en un entorno organizacional a través de un proceso de conversión comúnmente conocida como la “teoría dinámica de la creación de conocimiento organizacional.” En este proceso, el conocimiento organizacional se crea a través de un diálogo continuo entre el conocimiento tácito y explícito a través de cuatro patrones de interacciones, la socialización, la combinación, la internalización y externalización.

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Mental models for Learning Design

Mental models for Learning Design | Edumorfosis.it | Scoop.it

The world’s changing faster, and our ability to respond depends on our ability to adapt. It’s become clear that what will make the difference for organizations will be the ability to make decisions quickly in the face of increasing ambiguity. And I think the answer is mental models.

My point is fairly simple: I believe that what will make a difference to the success of organizations will not be the ability to recite facts, but instead the ability to determine courses of action in uncertain situations. Trouble-shooting, new product design, strategy, all are areas where you don’t know the answer when you start, but you have to make choices. Rote information and well-defined decisions will eventually be automated, but making creative decisions will remain the human strong suit for the foreseeable future.

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Digital classrooms aren't a distraction. Here's why

Digital classrooms aren't a distraction. Here's why | Edumorfosis.it | Scoop.it

Many people assume that devices and technology distract students and negatively affect how teachers run their lessons. That’s not the case when implementation is done purposefully, with learning tools that support existing structures in the classroom.

 

In other words, tech doesn’t replace the teacher, but enhances their capabilities in teaching and administration. One of the more effective solutions seen recently is from a Microsoft Gold Partner, Insync. The company uses Microsoft’s technology to make learning more efficient and students more engaged, in a number of different ways:


Via Annet Smith, juandoming
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Are colleges preparing students for the automated future of work?

Are colleges preparing students for the automated future of work? | Edumorfosis.it | Scoop.it

For centuries, the answer to advancing technology was education. The belief was that additional schooling and more educational credentials would keep workers one step ahead of automation in almost any job. In the race between education and technology, education has always won.

But it’s not clear that simply adding education, particularly early in one’s life, will be enough to keep up in this new era. “If a job can be automated in the future, it will be,” Joseph E. Aoun, the president of Northeastern University in Boston, told me. “Very few are talking about the implications for higher education. We owe it to our students to be thinking about how to prepare them for the coming sea change to the future of work.

Edumorfosis's insight:

La universidad prepara a los estudiantes para integrar la tecnología en sus funciones laborales. Pero el abismo entre lo que la universidad enseña y lo que se practica en el ámbito la boral se sige ampliando cada día que pasa. Muchos graduados llegarán al escenario laboral sin dominar el conjunto de destrezas, habilidades y competencias requeridas por la empresa....

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Technology is transforming what happens when a child goes to school

Technology is transforming what happens when a child goes to school | Edumorfosis.it | Scoop.it
Investors, both philanthropic and otherwise, are excited. Edtech is one of the priorities of the investment fund set up by Mark Zuckerberg and his wife, the Chan Zuckerberg Initiative (CZI). He wants most American schools to adopt the new sorts of education it promises within a decade—and then help spread it worldwide. The combined value of the North American and European edtech markets (including further and higher education as well as schools) is set to grow from $75bn in 2014 to $120bn in 2019, according to Technavio, a research firm.

Research in two fields is shaping the new technology. Artificial intelligence (AI) is letting machines learn about the pupils using them by studying the data produced in the process. And research drawing on psychology, cognitive science and other disciplines is providing practical insight into the “science of learning”.

The late American psychologist Benjamin Bloom convinced many educationalists that overcoming the failings of the factory model required making group instruction more like personal tuition—which his studies showed to be the most effective form of teaching. “Adaptive learning” software, first developed by computer scientists in the 1970s, aspires to mimic tuition’s one-on-one strengths. Such programs use pupils’ answers to inform their choice of subsequent questions, adjusting the difficulty as they go along.
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Our future is networked and feminine

Our future is networked and feminine | Edumorfosis.it | Scoop.it

TIMN is an explanatory model of how human societies have organized: first in Tribes, later with Institutions added (T+I), and in our current society where Markets dominate (T+I+M). As we enter an era where the Network form (T+I+M+N) gains dominance, most of the previous organizational forms will evolve to adapt to the new form. The Network form puts into question our current market dominated forms, including our institutions and our families. Consider that the nuclear family is no longer the dominant Tribal form in many developed countries. Fewer people have faith in our existing institutions and our capitalist markets are seen as inadequate in distributing wealth. One example is the move to establish a universal basic income in many countries because our markets are unable to effectively distribute wealth.

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Social Media helps students learn scientific argumentation better, study says 

Social Media helps students learn scientific argumentation better, study says  | Edumorfosis.it | Scoop.it

Adults often bemoan the amount of time young people spend staring at a screen and browsing social media. But social media can not only be a way to teach students elements of the scientific process, those who took part in a program to learn scientific argumentation through social media learned the components of argumentation better than their peers who did not, a University of Kansas study has found.

KU researchers designed a curriculum unit to engage nearly 400 ninth-grade biology students in learning about scientific argumentation through social media use with their teachers and classmates. Argumentation is a key element of both Next Generation Science Standards and Common Core State Standards. The researchers have since authored a chapter for the book "Digital Tools and Solutions for Inquiry-Based STEM Learning," an article in the Journal of Education in Science, Environment and Health and an article in Educational Media International, a Taylor & Francis online journal outlining the study, its results and how teachers can implement similar practices in their classrooms.



Read more at: https://phys.org/news/2017-09-social-media-students-scientific-argumentation.html#jCp

Via Pierre Levy
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14 essential roles that every organization needs on their eLearning Development Team

14 essential roles that every organization needs on their eLearning Development Team | Edumorfosis.it | Scoop.it

Despite the fact that professionals are increasingly required to be multi-skilled in today's world of work, effective eLearning cannot be produced in silo, as it demands the professional input of personnel from numerous specializations.

Although every eLearning project is unique in its size, objectives, and deliverables, there are 14 key roles that—if employed effectively—will ensure that your eLearning outputs are as high a quality as possible.

The roles and responsibilities highlighted below are not exhaustive, as there are multiple other experts that could be involved depending on the industry, topic type, and structure of your organization. However, the aim of this article is to provide a general overview so that organizations have a strong starting point for eLearning project planning.

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The Neuroscience of Social Learning

The Neuroscience of Social Learning | Edumorfosis.it | Scoop.it

We spend a lot of time talking about how social learning is one of the keys to an effective, engaging training strategy. We often bombard you with stats proving that social learning works, but let’s delve a little deeper into the reasons why it works.

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Blended Instruction vs Blended Learning

Blended Instruction vs Blended Learning | Edumorfosis.it | Scoop.it

Schools continue to make investments in technology to engage students better, improve outcomes, and prepare all learners for the new world of work.  We are beginning to see more and more innovative uses of technology not just to personalize, but also to make the learning process more personal.  When a solid pedagogical foundation is in place, the stage is set to challenge students to demonstrate thinking and learning in ways that we could never have imagined a few short years ago. This, combined with relevance grounded in authentic contexts and applications, empowers students to own their learning. 

As I continue to think through the use of technology in schools I am always drawn back to this guiding question – How can students use technology in ways that they couldn’t without it?  To improve the learning experience for kids, we must continue to develop ways where technology becomes a ubiquitous component of our work, but also leads to a demonstrated improvement in practice.  Here is where the tool supports or enhances the pedagogical technique to aid in conceptual mastery, construct new knowledge, or demonstrate learning through the creation of a learning artifact. One such method that is rapidly gaining traction is blended learning. 


Via Ines Bieler
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¿Una escuela que no utiliza Competencias Digitales, puede formar en ellas? 

¿Una escuela que no utiliza Competencias Digitales, puede formar en ellas?  | Edumorfosis.it | Scoop.it

Este es el tema de la charla que impartí en la IX Jornada de Redes de Investigación en Innovación Docente: “La profesionalización del docente a través de la innovación educativa”


Via Marta Torán
Edumorfosis's insight:

Las escuelas y universidades tienden a enseñar cosas que ni los mismos docentes lo llevan a su práctica profesional y socio-cultural. Ejemplo: El trabajo en equipo 

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Carlos Pinheiro's curator insight, Today, 6:38 AM
¿Una escuela que no utiliza Competencias Digitales, puede formar en ellas?
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La Cuarta Ola de la Educación

La Cuarta Ola de la Educación | Edumorfosis.it | Scoop.it

El desafío mayor es que el mundo clama a América Latina la entrada a una cuarta ola, que ya no es el mañana sino que representa el hoy. Esta nueva ola obliga a hacer del aprendizaje y la experiencia del estudiante el centro de atención del modelo educativo; propone avanzar a una retención 2.0 en la que el desarrollo de competencias (duras y blandas) y nuevas formas de financiamiento aparezcan; incita a que los modelos educativos centrados en la educación en ciudadanía no sigan perpetuando la exclusión y matoneando la diversidad, y llaman la atención por una formación humanística como complemento indispensable del modelo que integra esa cuarta revolución industrial entre lo físico, lo tecnológico y lo humano. Una ola en la que lo objetivo de la educación (el dato, el examen, el indicador, el ranquin) da paso o reconoce más importancia a lo subjetivo de ella (la curiosidad, la felicidad, la pasión, el compromiso, el engagement, la responsabilidad, la ética y los valores).

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It's impossible to keep Laptops out of the classroom

It's impossible to keep Laptops out of the classroom | Edumorfosis.it | Scoop.it
 

Imagine a classroom in the not-too-distant future. Textbooks, slideshows, and notes all interface neatly with devices that once called “phones” and “laptops”—but now those learning materials proliferate through desks, walls, clothes, jewelry, glasses, and maybe even tattooes or contact lenses. The teacher, trained to teach in the 2010s, wants to say, “close your laptops and put away your phones.” But when the phone is embedded in a fingernail, what can a teacher do?

 

Roughly the same argument about laptops in the classroom has been circulating for at least the last five years. The argument against laptops in the classroom goes something like this: First, laptops distract people; second, and more critical, some studies in controlled, non-classroom environments reveal that typical students master content better when they handwrite notes compared to when they type.

 

The finding, as epitomized by this widely reported study, is that a typical student can type faster than she writes by hand, so she takes verbatim notes. But just typing down everything a speaker says, for the typical student, isn’t the best way to learn. It’s better, according to this study, to think about what one hears and to use notes to summarize. Because most people can’t handwrite everything they are hearing, using a pen or pencil forces summarization. Notice that this argument isn’t actually about laptops versus pens, but about styles of note-taking. Still, the result is academics taking to mass media to report that they are banning laptops in their classroom for the good of the students.


Via Rosemary Tyrrell, Ed.D., juandoming
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Rosemary Tyrrell, Ed.D.'s curator insight, December 8, 10:48 AM
In case you missed it, this article in the Atlantic is worth a read. 
 
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Digital Badges: What are they and how are they used?

Digital Badges: What are they and how are they used? | Edumorfosis.it | Scoop.it

Simply put, a digital badge is an indicator of accomplishment or skill that can be displayed, accessed, and verified online. These badges can be earned in a wide variety of environments, an increasing number of which are online.

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[PDF] Innovating Pedagogy 2017

[PDF] Innovating Pedagogy 2017 | Edumorfosis.it | Scoop.it

The Open University’s annual Innovating Pedagogy report is out, this time in collaboration with the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). It’s the sixth year we’ve done one (well done to Rebecca Ferguson and Mike Sharples on pushing this through). When we started the intention was to make it distinct from the NMC New Horizon reports by focusing on pedagogy. I think, to be honest, in those early ones there was probably a technology focus still, but as it’s progressed it has really moved away from this to more pedagogy, socially focused issues.

 

I’d also add I’ve found it increasingly useful as a resource. I’m occasionally asked to contribute something on current developments in ed tech, and I use the IP reports as a good starting point. Basically, they allow you to sound very knowledgeable, and impress people.


Via juandoming
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Mark Cottee's curator insight, December 10, 4:50 PM
Whats the word for a blog doppleganger - the similarities are remarkable. (Except for the running thing) 
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[PDF]  The state of cyberlearning and the future of learning with technology

[PDF]  The state of cyberlearning and the future of learning with technology | Edumorfosis.it | Scoop.it

The cyberlearning community in the United States brings computer scientists and learning scientists together to design and study innovative learning technologies. The Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology highlights examples of the exciting work our community is engaged in as we integrate the latest innovations in learning science and computer science into new research designs and methods. This work is also driving the need for new learning sciences in areas such as embodied cognition, identity, and affect, and requires advances in methods, such as multimodal analytics, and in computer science, such as in context-sensitive computing. See five great reasons to read the report.

The report, organized by The Center for Innovative Research in Cyberlearning (CIRCL) and co-authored by 22 members of the U.S. cyberlearning community, describes six design themes emerging across multiple NSF-funded cyberlearning projects:

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How Silicon Valley plans to conquer the classroom

How Silicon Valley plans to conquer the classroom | Edumorfosis.it | Scoop.it

Silicon Valley is going all out to own America’s school computer-and-software market, projected to reach $21 billion in sales by 2020. An industry has grown up around courting public-school decision makers, and tech companies are using a sophisticated playbook to reach them, The New York Times has found in a review of thousands of pages of Baltimore County school documents and in interviews with dozens of school officials, researchers, teachers, tech executives and parents.

Edumorfosis's insight:

Hace tiempo que lo hemos estado mencionando en las redes. Las compañías tecnológicas hackearán el sistema educativo. Desde hace tiempo el Sistema ha demostrado su incapacidad para transformar las escuelas y universidades. Los líderes de la Old School no saben, no pueden y no quieren hacerlo. Es por eso que AltSchools y Singularity University fueron creadas para demostrar que el Sistema Educativo que tenemos ya está OBSOLETO y debería dejar de existir. El sistema es el principal obstaculizador de todo avance y progreso a ser implantado en la Nueva Educación...  

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The new Robot in School

The new Robot in School | Edumorfosis.it | Scoop.it

PRG is working toward a future in which, simply put, we “live better with robots.” Its award-winning creations Nexi and Leonardo, for example, are designed to fit engagingly into peer-to-peer teamwork and family life. “Over the past few years,” Breazeal says, “our research has focused on advancing the artificial intelligence, user experience design, and application of social robots in the real world where they help people achieve long-term goals and can build personalized and positive relationships.” Educational goals are of particular interest: “There is huge need to help children enter school ready to learn, and social robots can offer something truly unique as an intervention both in schools and homes.”

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