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Making Sense of Learning

Making Sense of Learning | E-learning arts | Scoop.it
Chris Watkins, a reader at The Institute of Education in London wrote "Learning: a sense-makers guide" that provides four teaching practices that help learners make sense of their learning.

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Kathleen McClaskey's curator insight, April 28, 2014 4:13 PM

Learning can make sense and is similar to how we make sense of other things. We do it gradually through experiences and building knowledge as we go. Talking, thinking, and reflecting about learning are the key factors to understanding. In the sense-makers guide,  Watkins writes that there are four teaching practices that can help learners make sense of their learning:

 

> Notice learning

> Have conversations about learning

> Reflect on your learning

> Make learning an object of learning.

 

See more at: http://www.personalizelearning.com/2014/04/making-sense-of-learning.html#sthash.jbiaHG5A.dpuf

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Learning - Do students want face time or screen time?

Learning - Do students want face time or screen time? | E-learning arts | Scoop.it
Over the weekend I read a piece about a report on the future of learning according to millennials published by Millennial Branding and Internships.  This study surveyed 1,345 US College students ab...

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NLafferty's curator insight, June 24, 2013 8:30 PM

Maybe students prefer traditional face to face teaching.

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9 ways that sound affects our health, wellbeing and productivity | TED Blog

9 ways that sound affects our health, wellbeing and productivity | TED Blog | E-learning arts | Scoop.it
Noise pollution costs Europe $30.8 billion a year. It also impairs learning at school, productivity at work and healing in hospitals.

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Students as Curators of Their Learning Topics

Students as Curators of Their Learning Topics | E-learning arts | Scoop.it

Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.

 

"Critical and creative thinking should be prioritized over remembering content"

 

"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.

 

Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."

 

This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.

 

And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"

 

What are these skills, you may ask. Here is a good reference where to look them up: http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf (put together by the Partnership for 21st Century Skills)

 

 

Recommended. Good stuff. 9/10

 

Full article: www.cluttermuseum.com/make-students-curators/

 

(Image credit: Behance.net)

 

 


Via Robin Good, João Greno Brogueira, Amanda McAndrew, THE OFFICIAL ANDREASCY, LaiaJoana, Rui Guimarães Lima, Ramon Aragon, Paulo Simões
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Education Creations's curator insight, May 12, 2014 12:00 AM

How to turn students into curators.

Sample Student's curator insight, May 5, 2015 10:14 PM

We often ask our students to create annotated bibliographies, and this focuses on their capacity to evaluate and make decisions about the validity, reliability and relevance of sources they have found. using Scoop.it, we can ask them to do much the same thing, but they will publish their ideas for an audience, and will also be able to provide and use peer feedback to enhance and tighten up their thinking. This is relevant to any curriculum area. Of course it is dependent on schools being able to access any social media, but rather than thinking about what is impossible, perhaps we could start thinking about what is possible and lobbying for change.

Sample Student's curator insight, May 5, 2015 10:18 PM

We often ask our students to create annotated bibliographies, and this focuses on their capacity to evaluate and make decisions about the validity, reliability and relevance of sources they have found. Using Scoop.it, we can ask them to do much the same thing. But they will publish their ideas for an audience, and will also be able to provide and use peer feedback to enhance and tighten up their thinking. This is relevant to any age, and any curriculum area. Of course it is dependent on schools being able to access social media. But rather than thinking about what is impossible, perhaps we should start thinking about what is possible, and lobbying for change. Could you use a Scoop.it collection as an assessment task?

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Social and Mechanical Reasoning Inhibit Each Other

Social and Mechanical Reasoning Inhibit Each Other | E-learning arts | Scoop.it
The brain can't engage in social and mechanical reasoning at the same time.

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Neuro Myths: Separating Fact and Fiction in Brain-Based Learning

Neuro Myths: Separating Fact and Fiction in Brain-Based Learning | E-learning arts | Scoop.it

Some of the key myths:

* Some people are left-brained and some are right-brained

* Male and female brains are radically different

* We use only 10 percent of our brains

 

Be wary of product claims that they are proven by brain research. From the article: "Neuroimaging technologies have really only developed over the last 20 years, so virtually nothing is 'proven' at this point."

 

 

 


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Tena Smith Fulghum's curator insight, April 30, 2014 6:01 AM

Brain myths are prevalent in teaching circles. Great article. 

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EDUCARE AD APPRENDERE: Metodo Feuerstein... ambienti di ...

Nessuno, oggi, può continuare a pensare che il processo di insegnamento-apprendimento sia. rappresentabile come semplice passaggio di informazioni da un soggetto all'altro, come è stato in. passato per gran parte della ...
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Personalize Learning: The Connected Learner in a PLE

Personalize Learning: The Connected Learner in a PLE | E-learning arts | Scoop.it

We are all learners. We are connected to each other and innovative learning experiences that we never thought were possible before. It doesn't matter how old you are, where you live, and what you want to learn, you can connect to people, resources, and courses so you, the learner, can learn what you want when you want to. This means what we call "school" is different. Teachers and learners are different. Roles change. This is a huge culture shift.

 

This post shares what a Connected Learner is in a PLE, why we are more networked now more than ever, research about learning inside and outside of the classroom, and the values and principles of Connected Learning.


Via Barbara Bray
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Paula Silva's comment, September 2, 2012 11:47 AM
Hi Barbara! Your Scoop.it page is really interesting. Do you mind if I use it in my research work?
Thank you!
http://goo.gl/C9dcs
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Capture The Moment - Half Photo Half Video: Cinemagraphs Come To Microsoft Cliplets

Robin Good: Microsoft Research has recently released its own authoring tool to create cinemagraphs, by utilizing short video clips in which, only an element is kep "alive", while all others are rendered as a traditional still photo. 

 

From Wikipedia: "Cinemagraphs are still photographs in which a minor and repeated movement occurs. Cinemagraphs, which are usually published in an animated GIF format, can give the illusion that the viewer is watching a video.

 

...

 

The term "cinemagraph" was coined by U.S. photographers Kevin Burg and Jamie Beck, who used the technique to animate their fashion and news photographs beginning in early 2011."

 

 

My comments: Cinemagraphs / cinemagrams is a new emerging visual art form with great potential. It captures "moments" in a unique way, providing a new exciting and infinite exploratory space for the artist/author creating it. I'd recommend it as a "core" topic in all visual communication courses. Start experimenting with it yourself on your PC with this very tool from Microsoft, or on your iPad/iPhone with Cinemagr.am

 

 

For Windows PCs only.

 

Gallery of examples: http://research.microsoft.com/en-us/um/redmond/projects/cliplets/gallery.aspx

 

Software Download + Tutorials: http://research.microsoft.com/en-us/um/redmond/projects/cliplets/tutorials.aspx

 

Cliplets Forum: http://social.microsoft.com/Forums/en-US/cliplets

 

Find out more: http://research.microsoft.com/en-us/um/redmond/projects/cliplets/

 

 


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Fai Come Obama's comment, July 22, 2012 5:37 AM
fortissimo questo software
Nedko Aldev's curator insight, May 8, 2013 5:29 AM

add your insight...

 
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Understanding the Value of Curation for Education: Nancy White

Understanding the Value of Curation for Education: Nancy White | E-learning arts | Scoop.it

Robin Good: What does curation mean from an educational viewpoint? And what is the key difference between "collecting" and "curating".

Nancy White (@NancyW), a 21st Century Learning & Innovation Specialist and the author of Innovations in Education blog, has written an excellent article, dissecting the key characterizing traits of curation, as a valuable resource to create and share knowledge. 

 

She truly distills some key traits of curation in a way that is clear and comprehensible to anyone.

 

She writes: "The first thing I realized is that in order to have value-added benefits to curating information, the collector needs to move beyond just classifying the objects under a certain theme to deeper thinking through a) synthesis and b) evaluation of the collected items.

 

How are they connected?"

 

Excellent definition. 

 

And then she also frames perfectly the relevance of "context" for any meaningful curation project by writing: "I believe when we curate, organization moves beyond thematic to contextual – as we start to build knowledge and understanding with each new resource that we curate.

 

Themes have a common unifying element – but don’t necessarily explain the “why.”

 

Theme supports a central idea – Context allows the learner to determine why that idea (or in this case, resource) is important.

 

So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard."

 

But there's a lot more insight distilled in this article as Nancy captures with elegance the difference between collecting for a personal interest and curating for a specific audience. 

 

She finally steals my full endorsement for this article by discretely inquirying how great a value it would be to allow students to "curate" the domains of interest they need to master.

 

Excellent. Highly recommended. 9/10

 

Full article: http://d20innovation.d20blogs.org/2012/07/07/understanding-content-curation/ ;


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Beth Kanter's comment, July 8, 2012 1:22 PM
I especially like how she used the Bloom's Taxonomy and related that to curation.
Stalder Angèle's comment, August 1, 2012 3:56 AM
Thank you for this scoop!
Shaz J's comment, August 5, 2012 10:39 AM
Thanks for this!
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Learning Analytics: Dream, Nightmare, or Fairydust? | weiterbildungsblog

Learning Analytics: Dream, Nightmare, or Fairydust? | weiterbildungsblog | E-learning arts | Scoop.it

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Liberating Education: What's wrong with distance learning?

Liberating Education: What's wrong with distance learning? | E-learning arts | Scoop.it
Alas, until we develop holodecks, those simulated reality rooms in which people could meet and interact on “Star Trek,” online education cannot replace the kinds of learning only possible with in-person interaction; the full ...
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Learning IS Personal

Learning IS Personal | E-learning arts | Scoop.it
Learning is personal. Each of us is unique. Because learners are so diverse, learning needs to start with each learner.

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Rob Hatfield, M.Ed.'s curator insight, July 31, 2013 9:39 PM

Thank you for sharing. If you follow Howard Garner's multi-intelligence theories, then learning is individual.

Cindy Riley Klages's curator insight, July 31, 2013 9:56 PM

"Learners, not students":  Love it!

Ivon Prefontaine, PhD's curator insight, August 3, 2013 11:54 AM

We have known for a long time learning is personal. It should have been important for a long time and not just in 2013.

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Search, Collect and Organize Information Into Visual Learning Boards with Edcanvas


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Becky Roehrs's curator insight, May 22, 2013 9:50 AM

This looks fantastic!

joanna prieto's curator insight, May 24, 2013 11:42 AM

Se ve genial la herramienta, la probaré y les cuento!

@JoannaPrieto

reyhan's curator insight, December 12, 2013 1:14 PM

EdCanvas is a web service which allows you to search, find, clip and collect any kind of content, from text to video clips and to organize it into visual boards for educational and learning purposes.

 

Differently than Pinterest, EdCanvas is specifically targeted at the education world and at schools and teachers, and it makes possible not just to collect "images" from web pages, but to collect and organize whichever content elements you want, including full web pages.

 

EdCanvas boards also offer the ability to easily reposition each item in the collection according to your preferences and it provides a number of pre-set layout options for displaying content in your boards.

 

The strongest feature for EdCanvas is an integrated search engine, which allows you to search for images, websites, video clips across Google, YouTube and Flickr, and lets you grab and drop any relevant result into anyone of your collections. Furthermore Edcanvas can connect directly to your Dropbox or Google Drive giving you access to all of your personal library files.

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RSA - RSA Animate - Changing Paradigms


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nicolaperry's curator insight, February 10, 2013 12:46 AM

Brilliant! nuff sed!

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12 Principles Of Mobile Learning

12 Principles Of Mobile Learning | E-learning arts | Scoop.it

12 Principles Of Mobile Learning...Another from TeachThought, which is becoming a real go-to site for direct ideas.  This one is one mobile learning, and what learning looks like and what if can afford.

 

Design Driver:  Users, Devices, Learning, Ecology


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MimicDotOrg's curator insight, July 19, 2013 11:28 PM

Mobile technology will totally change education in the 21st Century.

 

Pierre GESLiN's curator insight, January 7, 2014 5:46 PM

Learning on the move!

 

Jimena Acebes Sevilla's curator insight, February 2, 2014 6:06 PM

12 Principios para tomar en cuenta sobre m-learning.

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Towards Learning Robot Table Tennis

This video demonstrates how a Barrett WAM arm uses our mixture of motor primitives (MoMP) algorithm to learn successful hitting movements in table tennis usi...

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The End Goal in the Learning Continuum: Independence

The End Goal in the Learning Continuum: Independence | E-learning arts | Scoop.it

The Institute @ CESA #1 presents the fifth element in the Learning Independence Continum.  Independent learning is the promise we make to learners and one that we should keep.

 

"The last element, indeed, the ultimate goal is to create independent learners. Independent learners take responsibility for their motivation and growth, and are led by curiosity and the drive to build their knowledge and skills. Independent learners treat their learning as a prized possession that they must take care of, maintain, and cultivate. Independent learners understand when they need to learn more and are able to seek out the best methods and resources to accomplish this goal.

 

It makes sense that the end goal for education is a person who is proactive and able to anticipate their learning needs to understand a challenge or complete a task. As a nation and society, we need citizens and workers who are able to problem-solve, take initiative, be flexible and continue to learn. As long as learners are dependent on others to tell them when, what, and how to learn, they will never completely take charge of their learning fate and future. Unfortunately, our current education system places a heavy emphasis on dependence and compliance that too often works against the development of learning independence."

 

Thank you to The Institute @ CESA #1 for helping educators understand the process in the Learning Independence Continuum!


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Emerging Systems, Technologies & Media Postgraduate Program

Emerging Systems, Technologies & Media Postgraduate Program | E-learning arts | Scoop.it

SCI-Arc's ESTm post-graduate program is a rigorous, experimental post-professional degree platform focused on data-based and physical investigations into the rapidly evolving fields of digital design, innovative fabrication methodologies and new building systems.

www.sciarc.edu


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Connected Learning Manifesto for Connected Educator Month

Connected Learning Manifesto for Connected Educator Month | E-learning arts | Scoop.it

"A revolution in technology has transformed the way we can find each other, interact, and collaborate to create knowledge as connected learners." (Connected Learning Manifesto - http://plpnetwork.com/2012/07/23/connected-learning-manifesto/)

 

Justin Marquis wrote suggestions to also be added to the Manifesto and to further the discussion about the impact of connected learning. He focused on these topics:
- Connectivity/Collaboration
- Empowerment/Self-Directed Learning
- Creativity/Innovation
- Diversity/Breaking Down Boundaries
- Self-Awareness/Reflection
- Lifelong Learning

 

Really agree with the author’s statement: “Connected Learning helps develop the literacy skills necessary to survive in a hi-tech world.”
http://www.onlineuniversities.com/blog/2012/08/contributing-the-connected-learning-manifesto/

 

The Manifesto wants to hear from you. Add your thoughts, statements, or strong assertions to the Connected Learning Manifesto. - http://plpnetwork.com/2012/07/23/connected-learning-manifesto/

 

 


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Predictions for Educational TV in the 1930s

Predictions for Educational TV in the 1930s | E-learning arts | Scoop.it
Before it became known as the idiot box, television was seen as the best hope for bringing enlightenment to the American people...

...

In light of the current buzz surrounding flipped classrooms, MOOC (Massive Open Online Course) and video lecture-capture; this piece on Matt Novak's excellent Paleofuture blog at Smithsonian.com, serves to remind us that educational TV/broadcasting; (now online video), is nothing new and perhaps offers us a clearer historical and academic context for evaluating the current use of video and broadcast technologies for learning.

 

The drawings used to illustrate the article are superb, and worthy of inclusion in any serious presentation about online learning!


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Aggregate, Curate and Create Your Own Textbook | Powerful Learning Practice

Aggregate, Curate and Create Your Own Textbook | Powerful Learning Practice | E-learning arts | Scoop.it

"Here are some guiding questions for creating your digital textbook:
How are the learners going to use the information?
How will they demonstrate their learning?
Are they completing a document, creating an outline or answering a set of questions?
What are the assessments associated with the material?"


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Nancy's comment, January 25, 2012 1:02 PM
Thanks for sharing! Very interesting site!
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What Kids Should Know About Their Own Brains

What Kids Should Know About Their Own Brains | E-learning arts | Scoop.it

Neuroscience may seem like an advanced subject of study, perhaps best reserved for college or even graduate school. 

 

First, while parents and teachers talk often with young children about parts of the body and how they work, they rarely mention this most important organ - their brain.

 

Secondly, children can’t observe their own brains, and so are left to guess about what’s going on inside their heads—not unlike the state of ignorance in which adults dwelled for many centuries before the founding of neuroscience as a scientific discipline.

 

Marshall and Comalli designed a 20 minute lesson about the brain that they delivered to first-grade students. They learned that their brain was not just for thinking but also for seeing, hearing, smelling, and feeling. 

 

Carol Dweck's research with 5th graders and her program Brainology, chilcren's attitudes and behaviors regarding achievement and failure are already in place by preschool. Dweck's research found the importance of mentioning how your brain grows very early.


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