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[Slideshare] Twitter como centro del PLN

TWITTER ! Redes Personales de Aprendizaje (PLN) Juan Sánchez Martos @jsmartos
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New Learning Ecologies, Instructional Design, EdTech, eLearning, mLearning & more...
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¿De verdad podemos desaprender? (I)

¿De verdad podemos desaprender? (I) | Edumorfosis.it | Scoop.it

Hablábamos hace unos meses en otro post de cómo ha triunfado un tipo de lenguaje “cool” en el entorno de la educación, el coaching, la orientación o de los recursos humanos y cómo, más allá de los ámbitos profesionales donde se generó, se ha extendido al lenguaje común de la vida cotidiana y se ha transformado en un producto de consumo en sí mismo.

Me estoy refiriendo a términos como estilos de aprendizaje, inteligencia emocional, aprender a aprender o desaprendizaje, entre otros conceptos tan nombrados como infecundos y muy utilizados desde disciplinas como el coaching, las pedagogías innovadoras o la neuroeducación.

No es ésta una cuestión baladí por cuanto este nuevo lenguaje configura una manera de pensar(nos) y de valorar cuestiones claves del mundo educativo, de la formación o de la orientación y el empleo, y por tanto supone un posicionamiento y una manera de actuar como profesionales y como actores de estos ámbitos.

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¿De verdad podemos desaprender? (III) Algunas orientaciones

¿De verdad podemos desaprender? (III) Algunas orientaciones | Edumorfosis.it | Scoop.it

Como analizábamos previamente, el “desaprendizaje” es un término que, en el mejor de los casos, nada nuevo aporta desde un punto de vista práctico ni conceptual a lo que ya se conoce sobre el aprendizaje y la adaptación al entorno. En el peor de los casos, podría incluso ser contraproducente en según qué contextos al ser entendido como un elogio de la ignorancia. Es el caso de esta famosa frase de E. Punset: “Casi nada de lo que nos enseñaron sirve para algo“ “desaprender lo sabido es ahora mucho más importante que aprender cosas”

Edumorfosis's insight:

Para mí, los conocimientos sólidos tienen periodos de vigencia muy cortos en estos tiempos.  Vivimos en un mundo VUCA en el que se acelera el desarrollo tecno-científico y socio-cultural. A mayor progreso tecnológico, menor coste, mayor aceleración del cambio exponencial y menor capacidad de predicción e imaginación del progreso futuro.  Al tener mayor redistribución horizontal del conocimiento, las personas valoran más el modo contextual de la realidad y sus respuestas a dichas realidades desde contextos particulares. El conocimiento sólido me sirvió en una época de certezas estáticas en el tiempo, pero hoy solo es un referente que me ayuda a entender cómo hemos llegado hasta aquí...

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The battle is over Curriculum and Assessment

The battle is over Curriculum and Assessment | Edumorfosis.it | Scoop.it
The education debate is not actually about teaching methods, even if it often looks like it is. Clearly, on one side we see the endless promotion of strategies where children find things out for themselves and on the other side there are those of us who argue for explicit teaching. Nothing highlights this divide better than Professor Guy Claxton’s recent comments:

“I think we are not teachers. Teacher still carries that strong sense of telling. ‘I taught them something’… I think we are learning designers now, because the kinds of things that develop those characteristics … those non-cognitive skills, 21st century skills … people are looking for ways in regular schools, with regular kids, that we can design that medium.”
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Invisible Learning: The (r)evolution outside of the classroom

Invisible Learning: The (r)evolution outside of the classroom | Edumorfosis.it | Scoop.it

Who gets to decide what kids learn? For whose benefit is all this, really? We make learning visible for the people who get to decide. But, what if we could invisibilize learning?

Dr. John Moravec share that the Theory for Invisible Learning is that we learn more, and do so invisibly, when we separate structures of control that restrict freedom and self-determination from learning experiences. Learning becomes invisible when we empower each of us to learn our own way. Removing structures of control opens possibilities. The end outcomes or goals of an experience are neither dictated nor determined from the start, but instead emerge as learning develops. Such experiences include free play, self-organized learning communities, authentic problem-based learning, and experimentation to acquire new knowledge. This talk was given at TEDxUCundinamarca in Colombia using the TED conference format but independently organized by a local community.

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Top 7 challenges surrounding Online Education

Top 7 challenges surrounding Online Education | Edumorfosis.it | Scoop.it

Learning has undergone a drastic change. The process of imparting education has seen a significant shift from the channels of physical books made available in educational institutes to the hallways of technological gizmos. Digitalization of education has indeed become the mainstream conveyor through which every person who wishes to study can avail the facility with ease.

The Internet has been the sole carrier vessel to spread online education far and wide. Thus, online education flourished over this medium. Unfortunately, not all online courses charted with a motto to educate minds are relevant. Even though eLearning provides a unique and one-of-a-kind benefit of time and location flexibility, a growing number of students who enroll for these courses face bouts of difficulty and uncertainty over the course. Hence, fewer students who can complete the online course successfully.

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Microlearning - A small format with a big impact

Microlearning - A small format with a big impact | Edumorfosis.it | Scoop.it

With summer officially here, we’re all ready for holidays, road trips, and family vacations. How do you pass the time when you’re stuck in the passenger seat? My guess is that it’s not taking hours-long e-learning courses. But, if you found a short microlearning course that addressed a subject you’ve been stressing about at work, would you review that?

Microlearning has become a specialty of ours, and not because it’s simply the latest buzzword. It supports a variety of formats, helps reduce information overload, and is ideal for those moments when you’re stuck on a train, in a waiting room, or even in the passenger seat. In the last few months, we presented case studies on microlearning projects at ATD ICE, won an honorable mention for mobile (micro)learning from the International E-Learning Association, and continued to grow our portfolio with the development of microlearning games, branching scenarios, and interactive infographics.

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Is Artificial Intelligence disrupting Higher Ed?

Is Artificial Intelligence disrupting Higher Ed? | Edumorfosis.it | Scoop.it

The workplace of the future will be marked by unprecedentedly advanced technologies, as well as a focus on incorporating artificially intelligent algorithms of automation to drive higher levels of production with fewer resources. Employers and education stakeholders, noting the reality of this trend, question whether students will be workforce ready in the years to come.

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Automation and Education

Automation and Education | Edumorfosis.it | Scoop.it

Automation will be a boon or a catastrophe depending on whom you listen to. This paper proposes an overlapping-generations model with endogenous school choice in which the quality of a country’s education system determines how well skill supply can respond to increased demand from automation and subsequently whether automation will be beneficial or detrimental. In this sense, education quality in the model offers a bridge between the optimistic and pessimistic perspectives on automation. In testing the model’s assumptions, the paper finds evidence that educational attainment, cognitive skills, and select noncognitive skills are associated with avoiding automation-prone occupations. Consistent with the model’s predictions, census data indicate that countries have historically relied most on these types of occupations at middle-income status. The model and empirical findings suggest that it is middle-income countries that are most vulnerable to automation if their education systems are unable to affect cognitive and noncognitive skills sufficiently. As a result, automation may herald a much different growth model for developing countries: one in which developing these skills is central.

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Three domains of Educational Technology: Part I

Three domains of Educational Technology: Part I | Edumorfosis.it | Scoop.it

When it comes to technology in our schools, we have to ask the question, “Are we getting a return on our investment?” Sadly, the preponderance of research evidence strongly suggests that not only are we not close to educational technology having a desirable impact on student achievement, we’re probably a lot further away than many people realize. In this three-part series for edCircuit, I’ll first briefly describe current uses of technology in learning environments and why the impact of such use is so low; then I’ll introduce a new area of research-based evidence that is indeed cause for renewed optimism about the state of digital tools in schools.

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Three domains of Ed Tech: Part III

Three domains of Ed Tech: Part III | Edumorfosis.it | Scoop.it

Given the current zeal for high-stakes testing to measure minimum proficiency, we have to ask ourselves, are our existing learning and assessment tools using processes and products in ways that actually prepare modern students … for the past? Certainly, the skills associated with memorizing content knowledge and accurately retrieving information that is stored in one’s memory are necessary capacities. However, if we limit our conception of learning to simple memorization and recall without explicitly making student thinking and learning visible, then we run the risk of inadequately preparing students for both current and future learning.

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How to conduct an eLearning Needs Analysis

How to conduct an eLearning Needs Analysis | Edumorfosis.it | Scoop.it

When starting a new eLearning project, it’s easy to jump right in and start designing the course. However, it’s important to take a step back and determine what exactly your eLearning course is attempting to accomplish; or better yet, whether or not an eLearning course is needed at all! This is where an eLearning needs analysis comes into play.

While conducting an eLearning needs analysis might seem like some arduous process, it’s actually pretty straightforward. A proper analysis can help you pinpoint and tailor your eLearning content on actual performance needs, rather than knowledge alone.

Here are three simple and practical steps for conducting an eLearning needs analysis.

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Instructional Design for eLearning: 4 things you need to know

Instructional Design for eLearning: 4 things you need to know | Edumorfosis.it | Scoop.it

Instructional Design for eLearning can be a challenge. It’s easy to slap a bunch of bullet points on a slide, tell the learner everything they need to know, add a next button, and call it eLearning. However, it’s not so easy to design an eLearning course that’s interactive, visually stunning, and focused on performance.

If you’re a new eLearning designer, your instructional design experience depends largely on your background. Although some eLearning designers enter the industry with a lot of instructional design experience, if you’re like me, you fell into the world of eLearning with zero experience.

If you’re looking to improve the effectiveness of your courses, here are four things you should know about instructional design for eLearning.

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Is virtual teaching a major threat to teachers?

Is virtual teaching a major threat to teachers? | Edumorfosis.it | Scoop.it

When you think of the word education, what is the first word that comes to your mind? Teacher!

Teachers are an extremely important facet of any society as they require to play an extraordinary part in the lives of children during the formative years of their development. We, as students, are being molded in such a way to become a responsible citizen of our country. I personally believe in the fact that quality teachers make the difference—not only in ones’ academic performance but also in their lifetime success. And learning from a passionate, motivating, effective professor will open the doors to a lifetime of opportunity.

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¿De verdad podemos desaprender? (II)

¿De verdad podemos desaprender? (II) | Edumorfosis.it | Scoop.it

Hablábamos hace unos días en este post sobre el desaprendizaje y recogíamos algunas citas que explicaban o resaltaban la importancia del mismo. Terminamos preguntándonos: ¿soporta el desaprendizaje un análisis conceptual y experimental un poco (solo un poco) más profundo y serio? Intentemos hoy dar algunas humildes respuestas.

 

  1. El término “desaprendizaje” es un producto de nuestro tiempo y sus modas, una idea que encaja muy bien en un contexto social, laboral o educativo, ya casi más gaseoso que líquido, en el que el cambio parece ser lo único permanente, en el que todo se modifica o se evapora constantemente.
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Hands-on Learning is a necessary part of college, but here’s what it doesn’t teach students

Hands-on Learning is a necessary part of college, but here’s what it doesn’t teach students | Edumorfosis.it | Scoop.it

As college students nationwide work in part-time jobs or internships this summer, it’s unlikely many will think about how they’re using their undergraduate courses on the job or how they might apply what they’re learning at work when they get back to campus.

For students, college is a series of disconnected experiences: the classroom, the dorm, the athletic field, the internship. Yet what employers tell me gets college students hired is the ability to translate what they learned in one place (the classroom, for instance) to another that is far different from where they originally learned a concept (a project on an internship).

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Students today will live in the Matrix

Students today will live in the Matrix | Edumorfosis.it | Scoop.it

In schools and homes across America, we find kids whose future lives will be a matrix of real-life and virtual worlds. The proliferation of mobile technology has become an internet of things. Texting is perhaps the closest humanity has yet come to telepathy. The fourth industrial revolution has dramatically shifted us towards a knowledge-based creative economy.

It is more important now than ever before that we find ways to prepare the next generation to navigate life in a complex, ever-changing digital world.

Today’s K-12 students are more than just digital natives. They are the first generation born in the 21st century. As newsworthy as Millennials are right now, these are not Millennials. Millennials as a demographic are roughly defined as those born in the 80’s and 90’s. They hover around the 18-34 young adult market. Today’s high schoolers belong to an entirely new generation. And their world will look very different from the one we once knew.

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[Interviews] What's the Future of Classrooms?

[Interviews] What's the Future of Classrooms? | Edumorfosis.it | Scoop.it

When you think about how much the classroom has changed in just the past 20-30 years, it makes it even harder to picture what they’ll be like in 10-15 more. To get a better idea of what that picture might be we asked some of the leading minds in the education industry:

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[Video] Behind the scenes of a Course Designer

[Video] Behind the scenes of a Course Designer | Edumorfosis.it | Scoop.it

Take a tour behind the scenes of a professional course designer, Dr. Kelly Edmonds, and how she scopes out, conceptualizes, designs, plans and builds an e-course.

Learn tips on how to build a solid course based on e-learning theories and strategies tested time and time again, and how to efficiently manage your project

The following are her steps:

  1. Compose a course blueprint (see her tutorial here)
  2. Organize course assets
  3. Build each content piece
  4. Upload to course platform
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Makerspaces: Engaging students through Creativity and Coding

Makerspaces: Engaging students through Creativity and Coding | Edumorfosis.it | Scoop.it

Over the years, I’ve had the chance to see the freedom that the creative process allows. Boosting student confidence through creative opportunities has become my secret weapon in encouraging student engagement and skill building. As a makerspace director and advocate for the maker movement, I’m passionate about the range of opportunity that a creative space gives students.

An effective makerspace is more than fancy gadgets and a focus on STEM. In fact, I believe there’s no specific formula to follow when implementing one. One of the goals of any makerspace should be to instill the maker mindset in students through a series of creative experiences while simultaneously building 21st-century skills.

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Trump's plan to merge the US education and labor departments has merit

Trump's plan to merge the US education and labor departments has merit | Edumorfosis.it | Scoop.it

For decades, Republicans have attempted, and failed, to abolish the US Department of Education. Former president Ronald Reagan was the first to try to take an axe to it in 1981, just two years after it was established by his democratic predecessor Jimmy Carter in 1979. Last year, House Republicans tried again.

Now the Trump administration has announced the latest idea to kill the agency, this time by merging it with the Department of Labor. As first reported by Education Week, the plan is part of the White House’s goal to shrink the federal government by eliminating what it considers inefficient or unwanted programs. Education professionals, already traumatized by the hostile approach of education secretary Betsy DeVos, are reacting with understandable horror.

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La sociedad actual y las nuevas formas de aprender

La sociedad actual y las nuevas formas de aprender | Edumorfosis.it | Scoop.it

La sociedad en la que vivimos reclama nuevas formas de aprender más afines a nuestras formas de vivir y de entender el mundo.

Seguramente uno de los principales problemas que podemos observar en las aulas hoy en día es la dependencia del libro de texto que algunos profesores parecen tener. Cuando hablas con los padres tienen la sensación de que está prohibido salirse de lo que dicta el libro, incluso de que el profesor no esta capacitado o no tiene ganas. A menudo la sensación del profesor es la de no tener tiempo para adaptar sus materiales a su grupo-clase, con sus características específicas.

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Three domains of Educational Technology: Part II

Three domains of Educational Technology: Part II | Edumorfosis.it | Scoop.it

The dawn of organized learning systems loosely corresponded with the advent of the industrial age. Employability and job success in the industrial epoch were marked by process memorization, task accuracy, isolation, and a near robotic focus on efficiency. Assembly line workers typically performed a single task in an often long and complicated sequence. They were also held to high standards of productivity and error mitigation in order to maximize profits, whether the context was a mill, a rug factory, or an auto plant.

The type of learning that was designed to prepare learners for the industrial workforce was marked by factual knowledge memorization and the swift and accurate recollection of those facts. Learning systems of the past privileged learning surface knowledge and the rehearsal of that surface knowledge. Teachers told students what knowledge was, and what knowledge was important to learn. Students dutifully practiced, rehearsed, and memorized that knowledge for the all-telling performance on high stakes, summative assessments.

The trouble is this: if surface level knowledge is not deeply consolidated into one's permanent memory, it degrades. Swiftly. Does this sound a lot like modern learning systems? It should. Far too many of today's learning systems resemble organized games of Jeopardy.

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ISTE announces new platform to review Tech Tools

ISTE announces new platform to review Tech Tools | Edumorfosis.it | Scoop.it

The International Society for Technology in Education (ISTE) is launching a new community-driven review platform that gives educators insight into which tools, technology and apps will best meet their learning objectives. ISTE Edtech Advisor, available free to all ISTE members, will allow educators to confidently find and share information about the tech tools they use, discover new tools and apps, and access reviews, ratings and input from a trusted community of tech-savvy educators. Educators count on peer feedback when selecting edtech tools, but it can be difficult to secure reliable recommendations. Edtech Advisor, powered by LearnPlatform, with a database of over 5,000 tools, allows ISTE members to access detailed reviews and feedback from peers. The Edtech Advisor provides data-driven insights to help determine a product's potential to transform learning and identifies contexts where the tool has been most successful.

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3 common misconceptions about eLearning

3 common misconceptions about eLearning | Edumorfosis.it | Scoop.it

Whenever I’m at a conference, at work, or online, I often find myself interacting with folks that have a lot of misconceptions about eLearning. Usually, these misconceptions “show” themselves when someone is trying to explain why eLearning isn’t effective, or when someone has a very narrow idea of what eLearning should look like.

The truth is these misconceptions about eLearning stem from an individual’s’ inexperience or fear of eLearning. And frankly, I don’t blame these folks for having these misconceptions. It’s likely they’ve experienced eLearning that truly is bad, ineffective, or misused. And it’s these negative experiences that have shaped their misconceptions about eLearning.

Here are three common misconceptions about eLearning that most people get wrong.

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How to conduct an eLearning Task Analysis

How to conduct an eLearning Task Analysis | Edumorfosis.it | Scoop.it

Before starting development on a new eLearning project, it’s important to make sure you’ve collected and analyzed all the information used to justify the creation of an eLearning course in the first place. One of the ways you do this is by conducting an eLearning needs analysis to determine the root cause behind the gap in performance and whether or not eLearning (or any learning intervention) is the right solution. Another method of analyzing the learning need is by conducting an eLearning task analysis.

An eLearning task analysis is a process of analyzing a specific task to determine how it’s completed, step-by-step. While this might seem pretty straightforward, a task analysis can get pretty detailed. When done correctly, a through task analysis will be broken down into procedures, primary tasks, and subtasks.

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