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Update your eLearning Design Toolbox

Update your eLearning Design Toolbox | Edumorfosis.it | Scoop.it
Have you ever died during a Power Point presentation? I am on my ninth life! We all have seen too many of those monotonous ramblings that have summoned the paramedics. Despite such dismal statistics, e-learners continue to toy with Power Point to create courses that damage more than build the learning process. Let me explain how the human mind works (and help you restructure your e-learning design toolbox). - See more at: http://blog.talentlms.com/update-e-learning-design-toolbox/#sthash.mGLeD07r.dpuf

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Edumorfosis.it
Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
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Universidad: La academia deja paso a la sociedad

Universidad: La academia deja paso a la sociedad | Edumorfosis.it | Scoop.it
La función principal de una universidad es descubrir y difundir conocimientos por medio de la investigación y la docencia. Para cumplir esta función un libre intercambio de ideas es necesario no sólo dentro de sus paredes, pero con el más allá también. De ello se desprende que una universidad debe hacer todo lo posible para asegurar en ella el mayor grado de libertad intelectual. La historia del desarrollo intelectual y descubrimiento demuestra claramente la necesidad de la libertad sin restricciones, el derecho a pensar lo impensable, el innombrable discutir y cuestionar la indiscutible “.

En la Universidad, por ejemplo, aprendemos de manera CAÓTICA, y sé que muchos dirán que no, pero es así, sino miren: vamos pocas veces a clase, incluso de las materias solo damos pequeñas pinceladas, …es después por nuestra cuenta cuando aprendemos las cosas, una vez más por ello necesitamos APRENDER A APRENDER y esto no se hace en la Universidad…
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Las apps móviles combaten el desaliento de los estudiantes de nuevo ingreso e impulsan su permanencia en la universidad

Las apps móviles combaten el desaliento de los estudiantes de nuevo ingreso e impulsan su permanencia en la universidad | Edumorfosis.it | Scoop.it

Estudios sugieren que el uso de apps móviles al inicio de la vida

La mayoría de los estudiantes enfrenta un primer año universitario intimidante. A algunos les toma meses mantener el nuevo ritmo escolar, mientras otros simplemente no pueden lidiar con el reto y abandonan las aulas. El uso de aplicaciones móviles al inicio de la universidad parece aliviar estos problemas.

 

Los estudiantes universitarios de primer año universitario sufren innumerables contratiempos; algunos extrañan a su familia, otros tienen problemas encontrando sus aulas, mientras unos simplemente no saben cuáles son los horarios de la biblioteca. La orientación inicial es esencial para combatir el desaliento y la ansiedad. Al respecto, las apps móviles han confirmado ser provechosas ante esta problemática.


Via L. García Aretio
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Neuroeducation will lead to big breakthroughs in learning

Neuroeducation will lead to big breakthroughs in learning | Edumorfosis.it | Scoop.it

As neuroscience brings greater understanding of the human brain, experts are applying those findings in the classroom to improve how we teach and learn.


In recent decades we’ve seen the rise of an emerging interdisciplinary field that brings together neuroscientists and educators. As technologies like brain mapping and scanning continue to advance our understanding of the human brain, a sub-sector of experts are applying those findings to the classroom. Instead of being based on traditional or individual assumptions about learning, education is beginning to be treated more like a science. The new discipline, neuroeducation, serves to apply the scientific method to curricula design and teaching strategies. This comes with attempts for a more objective understanding of learning that is based on evidence. What Is Neuroeducation? All human abilities, including learning, are a result of our brain activity. Hence, a better understanding of how our brains operate can result in a better understanding of learning. As we continue to unravel the issues and limitations of traditional education, many solutions involve a better scientific basis behind how we teach. The goal of neuroeducation (also known as mind and brain education or educational neuroscience) is to solidify a scientific basis in teaching and learning. The field uses the latest findings from neuroscience, psychology, and cognitive science to inform education and consequently, teaching strategies.


Via Wildcat2030, María Dolores Díaz Noguera
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Ocean´s five's curator insight, October 27, 3:23 AM
¿Qué es la neuroeducación? 
 Todas las habilidades humanas, incluido el aprendizaje, son el resultado de nuestra actividad cerebral. Por lo tanto, una mejor comprensión de cómo funciona nuestro cerebro puede resultar en una mejor comprensión del aprendizaje.
Dani Rivera's curator insight, November 2, 11:35 AM
It shows findings in neuroeducation and how does that affect the nree metholodiges and techniques for teaching int he classroom, for instance that affective filters is linked with theories like neurolinguistic and linguistic programming, (you are able to understand and to perfom activities if you think you can do it and have the abilities to do it), another finding is that in the future mind mappings could be done per individuals of the brain, this means that teachers in the future will be able to understand the synapsis of the brain of the students, in order to know how they learn and how their neurons activate through different learning styles.
Florencia's curator insight, November 9, 10:02 AM
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Docentes del Siglo XXI: Retos y habilidades clave

Docentes del Siglo XXI: Retos y habilidades clave | Edumorfosis.it | Scoop.it
El rol docente ha exigido una transformación profunda y trascendental a lo largo de la historia de la educación. En pleno siglo XXI en tiempos de abundancia cognitiva , de sociedad conectada y en red esta propone nuevos retos al maestro que debe ser consciente de las nuevas habilidades que implica su rol docente. La tarea principal del docente es educar a sus alumnos y su gestión debe estar centrada en el desafío que conlleva transmitir un cúmulo de conocimientos a cada alumno.

Como bien indica María Cristina Davini, en su libro “Métodos de enseñanza : didáctica general para maestros y profesores” , el maestro debe buscar su continuo crecimiento profesional para un buen desempeño en su quehacer educativo. El maestro tiene que pensar en enriquecer su acervo profesional y los fundamentos de su conocimiento, destrezas, métodos educativos y pedagógicos ya que a mayor educación del maestro mayor serán los beneficios en el proceso de desarrollo educativo y cognitivo de sus alumnos.
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Project Based Learning made easier! (free project planning template)

Project Based Learning made easier! (free project planning template) | Edumorfosis.it | Scoop.it

PBL can unfold in a variety of ways. Teachers should choose a track based on the needs of their students, their readiness as facilitators, and the demands of the curriculum. While it would be unrealistic to detail every possible track, below are the three we find are most common:

  1. Product Track (most restrictive) – In a project completed with fourth-grade students, each group was expected to produce a pinball machine.
  2. Problem Track (medium restrictive) – In this scenario, the project is initiated by presenting students with a problem, or in some cases the students may identify the problem themselves.
  3. Open-Ended Track (least restrictive) – Here the project begins with the teacher sharing the High Impact Takeaways / enduring understandings and possibly the Umbrella / essential question with the class.
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The most important skill for students is to say "no" more

The most important skill for students is to say "no" more | Edumorfosis.it | Scoop.it
Can you code? Speak a second language? How high is your IQ?

There’s much debate on what students need most to succeed in an increasingly competitive world. The challenges of automation, globalization, and political upheaval leave out the fact that we’re living an age of information overload.

According to CNN’s Fareed Zakaria, the one thing that children will need to learn is “intellectual discipline.” The ability to recall facts (we have Google) and parrot popular arguments (the canon is dead) has become obsolete. Students need to wade through the noise, discern the facts, analyze perspectives, and develop their own expertise.
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Students guide to building a Digital Portfolio

Students guide to building a Digital Portfolio | Edumorfosis.it | Scoop.it

Here is a handy infographic by Kudoswall to use with your students in class. The visual features a number of interesting tips to help students build and manage their digital portfolios. You can also check this ‘beginner’s guide to student portfolios’ to learn more about the educational importance of portfolios in learning. And if you are looking for web tools for creating portfolios, this collection embeds some good options to start with.


Via Alfredo Calderón
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Dr. Theresa Kauffman's curator insight, November 18, 10:33 PM
This is how assessment should look.
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The role of Higher Education in the changing World of Work

The role of Higher Education in the changing World of Work | Edumorfosis.it | Scoop.it

The changing world is a universal topic of interest, with particular resonance to higher education. Colleges and universities research change, teach about change, and often impact current and future change. To support students to live in this ever-changing world, those of us who work in higher education strive to provide solid, relevant preparation at the baccalaureate and graduate levels. We proactively and thoughtfully integrate and rely on educational technologies — in curriculum and instruction, labs, assignment design, libraries, support services, and more. But increasingly, employers tell us that our graduates are not adequately prepared for the changing world. Why? Because the "world of work" has also changed, and these changes are not always configured as one would expect.

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Learning Uncertainty

Learning Uncertainty | Edumorfosis.it | Scoop.it

Uncertainty is the defining characteristic of our age. Can we learn to live with it? Can we accept it, manage it and even thrive on it? We live in an age of acceleration. We are in the midst of a sea-change - a profound, transformative shift in knowledge, experience and perception. It is a new era defined by technology, globalisation, information and, above all, uncertainty.

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Social Media as an “other” in Social Learning

Social Media as an “other” in Social Learning | Edumorfosis.it | Scoop.it
Encouraging the use of social media as a credible “other” encourages employees to see what they learn on social media as an acceptable part of their development journey. Things as simple as watching a YouTube video becomes an authenticated learning experience that will positively impact on the organisation’s learning culture.

Social media as an “other” way the organisation does learning can also ensure that the knowledge economy is set within a global context and validated as the wider context in which the organisation works and learns.
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Creativity Resources

Creativity Resources | Edumorfosis.it | Scoop.it
Creativity - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will: Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Us
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Revolutionizing school design with Virtual Reality

Revolutionizing school design with Virtual Reality | Edumorfosis.it | Scoop.it

Being fully immersed into a space allows both architects and non-architects to understand and experience a project’s size, scale, scope, and learning environment.

 

As schools are working to develop new curricula to prepare students for a future dominated by technology, architects must also prepare education clients for a new future—one where they can explore their building designs in a fully immersive way.

Using a variety of software and hardware, from off-the-shelf to fully-developed custom applications, we––as architecture firms––have the ability to import renderings and models into a virtual reality (VR) environment very quickly. And when we are committed to visualization and design exploration, this bodes well for clients and positions them at the forefront of the VR revolution.

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Why students aren't learning: 10 silent disruptors of academic performance

Why students aren't learning: 10 silent disruptors of academic performance | Edumorfosis.it | Scoop.it

The reality of learning in 2017 is a matter of perspective, but it’s clear that most K-20 learning environments are teacher-led and academic (as opposed to self-directed and authentic).

While we often write about new ways to learn using new thinking, new models, and new technology, there is absolutely a role for teacher-led, academic learning in the 21st century; being ‘led by the teacher’ isn’t always a bad thing.

In fact, the role of the human being is likely to becoming increasingly important in education no matter how deeply technology is infused in the learning process. While content-area expertise may seem to be less important with modern access to information, no matter how intelligent adaptive learning models become in the next ten years, nothing will surpass the intimacy of a human being—a person that can view and adjust the persistent interaction between a student and content.

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Andres Gomez's curator insight, November 16, 1:35 PM
The process of teaching is very important nowadays take into a count there are many useful tools and techniques which allow teachers guide good lessons to their pupils, but there are several things to improve and change in terms of education where not only teachers have to change also the programs and way to students get the assessment about their job. teachers have to make organization in the different factor os the porcess of teaching-learning
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7 elementos clave para mejorar la educación escolar

7 elementos clave para mejorar la educación escolar | Edumorfosis.it | Scoop.it

Para hablar de los elementos clave para mejorar la educación que ofrecemos en nuestras escuelas, primero es necesario que nos pongamos de acuerdo en qué es y qué función tiene la institución escolar.

En un mundo donde la información fluye de forma incontrolada, en una sociedad donde la posverdad parece modelar nuestra forma de ver el mundo y los robots nos están sustituyendo en tareas antes reservadas a las personas, la escuela no puede ser exclusivamente un lugar de transmisión de conocimiento.


La escuela debe ser también un lugar donde posibilite el desarrollo personal y social (crecimiento personal, habilidades sociales, valores, habilidades no cognitivas...), y el desarrollo laboral (aprender a aprender, adaptación al cambio, autonomía e iniciativa emprendedora, responsabilidad...). Es decir, en la escuela se deben trabajar todas aquellas habilidades, destrezas y conocimientos que permitan a las personas tener una vida plena.


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Using Design Thinking to drive iNnOvAtIoN

Using Design Thinking to drive iNnOvAtIoN | Edumorfosis.it | Scoop.it

Amongst all this uncertainty, one thing is clear: to succeed, media organisations have to excel at innovation. Innovation must become a core competency along with an appetite for experimentation and quick failure followed by more experimentation.

One place media organisations can look to as they turn their employees into innovators, is Stanford University’s Hasso-Plattner Institute of Design - also known as the d.school - where the focus is on “creating innovators rather than any particular innovation,” and the art of Design Thinking is best learned by doing.

Design Thinking is at the core of the work of the d.school and can be thought of as a methodology for innovation that combines creative and analytical approaches and requires collaboration across disciplines.

According to the d.school’s website, the focus is on creating’ spectacularly transformative learning experiences’ and along the way, students develop a process for producing creative solutions to even the most complex challenges they tackle.

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Comunidades de Práctica y Desarrollo Profesional Docente

Comunidades de Práctica y Desarrollo Profesional Docente | Edumorfosis.it | Scoop.it
Wenger sostiene que el aprendizaje es un proceso inherentemente social y que, por tanto, no puede separarse del contexto social en el que ocurre. Situando por tanto sus propuestas en el ámbito de la antropología social y bajo el paradigma del aprendizaje situado, Wenger se refiere a una comunidad de práctica como a un grupo de personas que comparten un interés, un conjunto de problemas, o una pasión sobre un tema, y además profundizan su conocimiento y experiencia a través de una interacción continua que fortalece sus relaciones.
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Design Thinking in Education  

Design Thinking in Education   | Edumorfosis.it | Scoop.it

Design Thinking is a mindset and approach to learning, collaboration, and problem solving. In practice, the design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design Thinking can be flexibly implemented; serving equally well as a framework for a course design or a roadmap for an activity or group project.

 


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Gust MEES's curator insight, November 18, 6:21 PM
Design Thinking is a mindset and approach to learning, collaboration, and problem solving. In practice, the design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design Thinking can be flexibly implemented; serving equally well as a framework for a course design or a roadmap for an activity or group project.

Download the HGSE Design Thinking in Education infographic to learn more about what Design Thinking is and why it is powerful in the classroom.

 

Download the Infographic:

 

https://tll.gse.harvard.edu/files/hgsetll/files/designthinkingeducation.pdf

 

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/

 

Rubiel's curator insight, Today, 11:18 AM
Creativity does not just occur in the arts, it happens within engineering design, policy making, problem solving, game strategizing, and especially lesson planning. And it’s a process that takes many forms, from conceiving an idea to shaping thoughts into something tangible to polishing a draft. During the process, there are likely many redos, as each draft and conversation inspires a new take on the idea, which may sharpen the picture of one’s creation.
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Cómo enseñar en el aula con Whatsapp o códigos QR

Cómo enseñar en el aula con Whatsapp o códigos QR | Edumorfosis.it | Scoop.it
El pedir que los alumnos apaguen los celulares o los inhabiliten sobre la mesa del profesor son estrategias que están perdiendo adhesión. Hay docentes que comprueban día a día que vale la pena perder el miedo de aprender junto a sus alumnos y que usar los teléfonos como herramientas pedagógicas agiliza y mejora los procesos de enseñanza y aprendizaje.
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What are 21st century skills?

What are 21st century skills? | Edumorfosis.it | Scoop.it
These skills have always been important for students, though they are particularly important in our information-based economy. When most workers held jobs in industry, the key skills were knowing a trade, following directions, getting along with others, working hard, and being professional—efficient, prompt, honest, and fair. Schools have done an excellent job of teaching these skills, and students still need them.

To hold information-age jobs, though, students also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. The rapid changes in our world require students to be flexible, to take the initiative and lead when necessary, and to produce something new and useful.
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Change and inertia

Change and inertia | Edumorfosis.it | Scoop.it

Recently, I was discussing change with teams of academic staff at a large university in the Southern Hemisphere, and as a result of the conversations I developed the model of change which is illustrated here. It synthesises the work of Clayton Christensen and others, and is a simple linear stage model that attempts to identify sequences of events that can lead to transformation of organisations. I propose that this model applies as equally to schools, colleges and universities as it does to large businesses - which I will refer to collectively as organisations.


Via Alfredo Calderón
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Why Experiential Learning is the future of learning?

Why Experiential Learning is the future of learning? | Edumorfosis.it | Scoop.it

It is a form of learning whereby students are “educated through first-hand experience. They acquire skills, knowledge and experience outside of traditional academic classroom settings. It includes more of internships, studies abroad, field trips, field research and service learning projects.” And with the advent of technological innovation, making use of various educational technologies and Virtual Reality further supports the goals of experiential learning.

To get a glimpse of the experiential/collaborative learning environment in true sense, let’s check out the video below as it provides a glimpse of experiential classroom activity conducted by Disney College Program.

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Lisa Marie Blaschke's curator insight, Today, 7:30 AM
Experiential learning: One learning approach for realizing Heutagogy in the classroom. 
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3 trends influencing eLearning in 2017

3 trends influencing eLearning in 2017 | Edumorfosis.it | Scoop.it

eLearning has depended heavily on online courses, and the traditional approaches to these courses works for some students. However, others have a hard time fitting life into their school schedule, and simply can’t keep up with the pace of working with a professor. That’s where self-paced online courses come in.


Via Stephania Savva, Ph.D, juandoming
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Digital Transformation trends in schools

Digital Transformation trends in schools | Edumorfosis.it | Scoop.it
The wave of digitization has taken education by storm and the results are pleasing.

With new technology coming in everyday there are few to be named that are making the impact and transforming the way we perceive education. Educators from all grades have started appreciating the use of technology and have already started making drastic changes to their instruction, assessments, even the physical make-up of their classrooms, and at a much faster rate than expected.

The trends mentioned below are making headlines in education because of the ways in which they are impacting student learning.

Read below to understand what value they are adding to education:
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Only tech skills aren’t enough: Students must possess these core skills for the future of work

Only tech skills aren’t enough: Students must possess these core skills for the future of work | Edumorfosis.it | Scoop.it

And so we see educators and parents doing all in their power to make sure that kids today are prepared for tomorrow’s challenges. However, how exactly do we define these set of skills is one thing that leaves us in a state of conundrum. Students today are already exposed to the latest technology and on top of that a lot of parents are making sure that their kids are familiar with multiple languages not just to speak with humans but with the machines as well, so we see students learning code.

But sadly, it seems nothing is enough! After a short period, we are introduced to something even better and so again the (vicious) circle starts! A few days before, I came across this amazing piece of information that speaks of the must have skills to prepare students for the future. But, what is different is that it talks of skills that will be required in every profession and is not just limited to technology. The skills mentioned are essential for one and all to survive in the coming times.

Dr. Tony Wanger brings forward they key skills children must learn at school in order to face the work challenges of tomorrow. The following points talks of the skills and bring forward the opinion of the experts from the industry on the importance of the respective skill.

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El futuro de la Educación: Aprender lo que no pueden hacer las máquinas

El futuro de la Educación: Aprender lo que no pueden hacer las máquinas | Edumorfosis.it | Scoop.it

De la mano de la tecnología, diferentes sectores, desde la cultura o los medios de comunicación a la política o el transporte público, se han ido desbaratando en las dos últimas décadas. La educación ha salido aparentemente indemne, aunque ya empieza a mostrar sus primeras grietas. Posiblemente su resistencia se deba a las barreras de entrada que oponen superestructuras muy tradicionales y fuertemente atrincheradas en su estatus social y político. Los aparentes intentos de disrupción en educación han venido de la mano de la tecnología y de los nuevos métodos, pero han sido más burbuja que verdadero cambio dado que se han orientado principalmente a dar servicio a las instituciones educativas y sus prácticas “formativas”, ancladas en el pasado o sujetas a una innovación tímida y lenta.

El software educativo más habitual aumenta el entorno educativo del aula manteniendo su estructura y reglas de juego o propone digitalizar ese formato. En el mundo del hardware y contenidos, tablets, pizarras digitales, apps, libros digitales, plataformas de contenidos … todos pretenden algo similar: mejorar el sistema conservando el sistema. Por otra parte los nuevos métodos, que se declaran alternativos a los “bancarios”, como el método del caso, el aprendizaje basado en proyectos, el aprendizaje cooperativo, o design thinking implican una transición a un aprendizaje más activo. Pero en la mayor parte de casos a costa de una trivialización de los problemas y retos que motivan el aprendizaje. Por ejemplo aprendizaje basado en proyectos en que el resultado está ya predefinido y se convierte en una tarea rutinaria equivalente a lo que sucede con la educación convencional. Por otra parte, se cambia el método sin cuestionar el contexto. Aprender de forma activa es una experiencia que requiere de un nuevo contexto, abierto y diverso, y por tanto de una nueva cultura de aprendizaje.

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