'Education 3.0' in 21st Century Learning and Teaching, Page 19

One thing is for sure, social media is here to stay. Never before have people been able to connect, share, and learn from one another as we do now. I can only imagine what might be next! As a result, our students need skills to win at life in a digital world. The ability to use social media to support life goals and possibilities can be a game-changer. I know it has been very powerful for me in my professional life.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Social+Media

http://www.scoop.it/t/social-media-and-its-influence

Rosemarri Klamn's curator insight, July 31, 2017 7:56 AM

These are compelling reasons to practice social media in schools as it helps engage parents, the community, and the world. Teaching digital citizenship is another key aspect of responsible use of social media for students and parents!

La French witch's curator insight, August 13, 2017 9:24 PM

7 bonnes raisons d'utiliser les médias sociaux dans ses pratiques d'enseignement, pour une expérience d'apprentissage alliant l'engagement, le partage, le lien entre les acteurs de l'apprentissage, l'ouverture au monde et l'exploitation stratégique (après un tri sélectif) de tout ce que le numérique a de mieux à offrir à l’apprenant. Pour une expérience d'apprentissage stimulante, interactive et moderne, oui au multimédia dans l'enseignement !

Diamond Garcia's curator insight, May 14, 2024 7:28 PM

Although this was published almost 10 years ago, the information found in this article still remains true. With social media continuing to be on the rise, it is time that we embrace it. I really enjoy the idea of utilizing social media to connect with experts rather than depend on textbooks (point #7).

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July 28, 2017 12:35 PM

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From www.edutopia.org - September 16, 2014 2:45 PM

Gust MEES's insight:

It's important to recognize that a growth mindset is an overall paradigm for personal development rather than a pedagogical tool for measuring academic accomplishment.

5 Growth Mindset Practices

In their groundbreaking book, Professional Learning Communities at Work, Richard DuFour and Robert Eaker say it clearly when pointing out the issue that comes about when change initiatives are considered "a task to complete rather than an ongoing process." If we really want to improve our schools, our work, and the education of our students, we can do so by adopting a new mindset -- for everyone -- that would include:

Being humble enough to accept that there are things about ourselves and our practices that can improve
Becoming part of professional teams that value constructive critique instead of criticism
Treating setbacks as formative struggles within the learning process instead of summative failures
Realizing the restrictive role that timelines can play in reaching high standards, and using foundational philosophies such as Universal Design for Learning (UDL) to map systems so that everyone's growth is supported
Create flexible grouping at all times so that nobody's trapped in any one course level or particular type of work.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

Dr. Deborah Brennan's curator insight, July 28, 2017 6:43 PM

Growth mindset applies not just to students, but to teachers and administrators as well. We must support all individuals as they develop and grow.

Tina Jameson's curator insight, August 3, 2017 6:47 PM

An interesting read - worth reflecting on what we mean by a 'growth mindset'.

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July 23, 2017 4:39 PM

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From www.instructables.com - July 23, 2017 4:38 PM

Gust MEES's insight:

Didactic model of the "first transistor".In this project the models such as constructing a didactic model of the first transistor for which I made use of the materials that can be easily obtained, in addition to a little painting, the prototype / model I did on a scale a little larger than the original.

But from before, a bit of history.It all started at Bell Labs, where American physicists Jhon Bardeen, Walter Houser Brattain, and William Shockley conducted experiments and observations to try to create a solid-state amplifier, making use of the properties of semiconductor materials, thus replacing the Vacuum used at that time.The above image shows the first transistor created at Bell Labs in Murray Hill, New Jersey, United States in 1947.

Its inventors won the Nobel Prize in Physics in 1956 for "their research on semiconductors, and the discovery of the transistor effect." Now we continue with the instructions...

Learn more / En savoir plus / Mehr erfahren:

https://en.wikipedia.org/wiki/Transistor

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=makered

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July 14, 2017 10:00 AM

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From first.global - July 14, 2017 10:00 AM

Gust MEES's insight:

FIRST Global organizes a yearly international robotics challenge to ignite a passion for Science, Technology, Engineering, and Mathematics (STEM) among the more than two billion youths across the world.

The not-for-profit public charity provides the framework for an “olympics”-style robotics challenge where one team from every nation is invited to participate in a global robotics event that builds bridges between high school students with different backgrounds, languages, religions, and customs.

By bringing these future STEM leaders together in an engaging and collaborative competition that drives home the importance, excitement, and applicability of STEM education, FIRST Global inspires students to learn the skills they will need to make the discoveries their parents and grandparents would consider miracles, impossibilities, or just plain science fiction.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/luxembourg-europe/?&tag=First+Global+Challenge+2017

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July 3, 2017 8:44 AM

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From www.smh.com.au - June 29, 2017 8:37 AM

Gust MEES's insight:

The profound changes ahead demand an education approach that lifts the proficiency of all students.

What might this take?

If future adults will need to reinvent themselves and constantly adapt to change, then education will need to focus even more on learning how to learn as well as what to learn.

A theme emerging from our investigations is that some of the key skills and attributes of the future are not necessarily the ones that we directly measure in our major assessments.

We are good at assessing literacy and numeracy skills and students' depth of content knowledge in core subjects. These will continue to be critical. But what of broader skills such as resilience, that idea of the growth mindset, the capacity to fail and try again, to persevere?

Do we know enough about the most effective teaching practices, the tools and resources schools need to nurture them and how best to assess their attainment?

Learn more / En savoir plus / Mehr erfahren:

https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/

https://gustmees.wordpress.com/2015/08/01/21st-century-education-is-learning-to-learn-for-life-long-learning-and-nothing-else-matters/

Rosemarri Klamn's curator insight, July 3, 2017 2:38 PM

As Gust MEES notes in his blog: “We are good at assessing literacy and numeracy skills and students' depth of content knowledge in core subjects. These will continue to be critical. But what of broader skills such as resilience, that idea of the growth mindset, the capacity to fail and try again, to persevere? Do we know enough about the most effective teaching practices, the tools and resources schools need to nurture them and how best to assess their attainment?”

Gust raises good questions about teaching students to learn. There are a variety of complex and simple policies and practices to answer these questions. One strategy is incorporating universal design for learning (UDL) principles into learning strategies: this helps meet the needs of a variety of learners. UDL researchers promote the concept of developing expert learners; author Katie Novak blogs about expert learners at:

Katie Novak. (2016, July 18). UDL, Expert Learners, and the 36-Ton Machine. Retrieved from: http://katienovakudl.com/udl-expert-learners-and-the-36-ton-machine/

National Center for Universal Design for Learning (NCUDL). (2012). UDL and Expert Learners. Retrieved from: http://www.udlcenter.org/aboutudl/expertlearners

Rescooped by Gust MEES from Learning & Technology News

June 9, 2017 8:04 AM

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From www.inc.com - May 29, 2017 6:53 AM

Gust MEES's insight:

Traditionally, we went to school to attain knowledge. The smart kids knew that Columbus discovered America in 1492 and that the square root of 64 is eight. They studied diligently at home so that when the teacher asked a question they could shoot their hand up and be praised for their good work.

Today, however, teenagers carry far more information and computing power in their pockets than would ever fit in their heads. So the ability to retain knowledge and manipulate numbers with facility has become, to a large extent, outdated skills. So kids today need to learn how to understand systems and solve problems.

Fortunately, there are an increasing number of programs that are designed to do just that. At the college level, programs like Stanford's d.school teach design thinking and entrepreneurship classes have become standard in business school curriculums. More recently, a wide variety of secondary school level programs have begun to take hold and are giving students a leg up.

Learn more / En savoir plus / Mehr erfahren:

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

Tiffany Wheatley's curator insight, May 30, 2017 1:19 AM

An interesting take on what education should look like today compared to what it used to be. Technology is definitely a key part in the future and the more exposure students have to it now the better prepared they will be.

Kevin Morrison's curator insight, May 30, 2017 11:11 AM

One critical component of this that was not included it to know if the source of the facts they get is trustworthy. More and more what was once a trusted source of information leaves a lot out, or skews the facts making it difficult if not impossible get to the truth!

Barbara Goebel's curator insight, June 6, 2017 11:45 AM

Frankly, this has always been the ultimate goal in the sciences, but the way-stations of memorized facts and processes have led to standard assessments that are low rigor and less than useful in determining student understanding. Let's model the heck out of our world and figure out some solutions!

Rescooped by Gust MEES from Data Science and Computational Thinking [inc Big Data and Internet of Things]

May 29, 2017 2:35 AM

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From theconversation.com - May 28, 2017 4:04 PM

Gust MEES's insight:

Our new research found that there are certain aspects of a person’s personality that can influence their creativity.

Psychologists often measure creativity using divergent thinking tasks. These require you to generate as many uses as possible for mundane objects, such as a brick. People who can see numerous and diverse uses for a brick (say, a coffin for a Barbie doll funeral diorama) are rated as more creative than people who can only think of a few common uses (say, for building a wall).

The aspect of our personality that appears to drive our creativity is called openness to experience, or openness. Among the five major personality traits, it is openness that best predicts performance on divergent thinking tasks. Openness also predicts real-world creative achievements, as well as engagement in everyday creative pursuits.

As Scott Barry Kaufman and Carolyn Gregoire explain in their book Wired to Create, the creativity of open people stems from a “drive for cognitive exploration of one’s inner and outer worlds”.

This curiosity to examine things from all angles may lead people high in openness to see more than the average person, or as another research team put it, to discover “complex possibilities laying dormant in so-called ‘familiar’ environments”.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Creativity

https://gustmees.wordpress.com/?s=creativity

Paulette Dotson's curator insight, June 9, 2017 11:21 AM

Everyone interprets the world around us from their perspective. Science says creative people see the world differently.

https://www.pinterest.com/paulettedotson1/paulette-dotson-leadersip/

Exploring Curation as a core competency in digital and media literacy education | #ModernEDU #LEARNing2LEARN | 21st Century Learning and Teaching | Scoop.it

From www-jime.open.ac.uk - July 12, 2017 9:16 AM

Oskar Almazan's curator insight, July 12, 2017 9:39 AM

In today’s hypermedia landscape, youth and young adults are increasingly using social media platforms, online aggregators and mobile applications for daily information use. Communication educators, armed with a host of free, easy-to-use online tools, have the ability to create dynamic approaches to teaching and learning about information and communication flow online. In this paper we explore the concept of curation as a student- and creation-driven pedagogical tool to enhance digital and media literacy education. We present a theoretical justification for curation and present six key ways that curation can be used to teach about critical thinking, analysis and expression online. We utilize a case study of the digital curation platform Storify to explore how curation works in the classroom, and present a framework that integrates curation pedagogy into core media literacy education learning outcomes.

Rosemarri Klamn's curator insight, July 31, 2017 8:01 AM

This concept is new to me, although I have practiced this in different forms. It seems logical to utilize this pedagogical approach to curation for students, parents, and teachers alike. We are all learners in today's rapid pace in technological changes.

Koen Mattheeuws's curator insight, June 13, 2017 4:49 AM

Tijdens de vele pittige gesprekken met leerkrachten over evalueren ging het al heel vaak over gelijkheid en eerlijkheid. Op zo'n momenten brak ik al vaak een lans voor billijkheid. Dit artikel komt mij bij een volgende gelijkaardige discussie goed van pas.

Jan Swanepoel's curator insight, May 28, 2017 12:41 AM

To maximise the use of technology in the future, educators need to embrace these technologies that can change the world and make things better. Moving forward into 2017, it is not the technology itself that needs to change, but rather people's attitudes, particularly in education where there is still often stubborn resistance.

Belinda 's curator insight, June 12, 2017 12:44 AM

Perhaps I am being naive but if 21st Century Teachers are to be teaching 21st Century Students with 21st Century technology in a 21st Century Society isn't it time for a 21st Century Education System? It seems that exams and assignments necessary to allocate a student a grade that is then provided to parents/caregivers is still what drives the education system. Schools/Teachers plan their units based on the assessment items and teach students according to 'what is on the exam'. Is quantifying a child's knowledge for statistics as important as generating higher order thinking, creativity, cultural and ethical awareness and active citizenship? Surely there is another way of reporting on a student's progression during their education? And this isn't the School/Teachers fault - society has become so set on students being labelled as an 'A' student or B, C, D etc that this is what is expected.

There is a high amount of anxiety in children from a very young age and I have seen students become quite confused and anxious when there is no 'correct answer' to a question. Does this stem from crushing the imagination and being told that there is a certain way things must be done? Why not nurture the creativity in children and we may have them building robots and inventing devices that can change the world by the time they are 10 years old.

If teachers are to implement the technology to its full advantage then measuring a students' success, knowledge and how to apply this knowledge needs to change in line with the technology. In such a dramatically changing world, 'assessing' a student hasn't changed for decades - they are still assessed by how much they can cram for an exam and then that information is often forgotten and not used again or when it is required it is re-learnt. Lets get students creating and using their knowledge more and not be so subject specific - in the real world we use and apply a set of skills not just a subject. So why not start giving students 1-2 projects that encompass a holistic view of the subjects we teach (science, maths, english, humanities, social sciences, art, information technology) and have students use technology to implement the four C's - critical thinking and problem solving, communicating, collaboration, creativity and innovation. While we're at it why not report on the four C's and nothing else.

21st Century Learning and Teaching

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