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Combating the dark side of technology (part 3)

Combating the dark side of technology (part 3) | Edumorfosis.it | Scoop.it

It'’s fitting that I originally penned the third installment of my “Combating the Dark Side of Technology” series on Martin Luther King day. He’s an icon of the power of narrative and its role in building movements that can fundamentally change how we live and work. Narratives are a third key component in our quest to move beyond the dark side of technology.

So far, I’ve highlighted the importance of both passion and institutional innovation in this quest, but these alone are unlikely to be sufficient in moving us to where we need to be. - See more at: http://www.innovationexcellence.com/blog/2014/07/30/combating-the-dark-side-of-technology-part-3/#sthash.L8RdZrZk.dpuf
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New Learning Ecologies, Instructional Design, EdTech, eLearning, mLearning & more...
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How colleges can help their students succeed in an era of automation?

How colleges can help their students succeed in an era of automation? | Edumorfosis.it | Scoop.it

This story is part of our Map to the Middle Class project, where we ask readers what they want us to investigate about educational pathways to economic stability. This question comes from an anonymous reader, who asks: What degree programs do colleges need to offer students so they can succeed in a workplace dominated by automation and high technology?

There’s a lot of anxiety out there about robots gobbling up our jobs. One oft-cited Oxford University study predicts that up to 47 percent of U.S. jobs are vulnerable to automation. Other research suggests the share is much lower — but while the exact numbers may be debated, there’s little question that technology is changing quickly and reconfiguring the tasks many of us do.

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¿Qué es Blockchain y cómo se puede aplicar a la Educación?

¿Qué es Blockchain y cómo se puede aplicar a la Educación? | Edumorfosis.it | Scoop.it

Con importantes violaciones de datos personales sucediendo en todo el mundo casi todos los días, la adopción de una tecnología que mantenga los registros de forma segura e inmutable, como el Blockchain, se convierte cada vez más en una necesidad. Y aunque en los últimos años el uso de esta tecnología ha ido en aumento, muchas personas aún desconocen las ventajas sociales y el potencial de esta tecnología, especialmente en educación.

El blockchain se puede aplicar en escuelas, colegios, universidades, cursos en línea, corporaciones, pasantías y muchas otras áreas del conocimiento, pero antes de entender sus aplicaciones, es vital entender qué es exactamente el blockchain.

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Social Learning is innate

Social Learning is innate | Edumorfosis.it | Scoop.it

Social learning is a key theme of mine because imitation is how we learn as a species. Social learning is best explained by Albert Bandura, recognized as the most eminent psychologist of the modern era.

Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” —Albert Bandura

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Learning & Development in a Changing Workforce Model

Learning & Development in a Changing Workforce Model | Edumorfosis.it | Scoop.it

There’s a new wave of change in the working world. With remote working becoming the latest buzzword, companies are being forced to change their business models in ways more than one. There is an evolution in the way they are hiring, working and engaging. A stark change is also reflected in the ways in which ‘learning’ is happening in the companies given there are so many other “tech” and “non-tech” disruptions taking place. It’s a challenge that L&D leaders have to deal with in such a distributed model of working. The remote workers are a unique case because their learning needs have to be fulfilled,no doubt, but they cannot be a part of traditional learning programs. This calls for new rules and more innovative L&D strategies to suit such workers.

Here’s a look at some key priorities that L&D leaders will have to take into consideration before designing learning strategies for a dynamic workforce as (I) discussed with some amazing learning leaders yesterday on a tweetchat arranged by People Matters ahead of its 2018 L&D Conference on 23rd October. We also look at what solutions could best fit these challenges.

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¿La era de los Títulos o de las Habilidades?

¿La era de los Títulos o de las Habilidades? | Edumorfosis.it | Scoop.it

Tradicionalmente, las empresas han cubierto sus necesidades de personal guiándose por la cantidad de títulos, certificados y diplomas plasmados en el currículum vitae de cada candidato. Estas piezas de papel han sido durante años la prueba fehaciente de esfuerzo, preparación y capacitación para la entrada al mundo laboral.

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It's learning. Just not as we know it  

It's learning. Just not as we know it   | Edumorfosis.it | Scoop.it
It’s a race between education and technologies. Blockchain, AI and advanced biosciences promise new efficiencies and growth opportunities at a time when leading economies are struggling with weak productivity gains and, in some cases, slow GDP growth. But it’s easier said than done.
 
Industrial age education and training systems put these economic opportunities at risk. If skill-building doesn’t catch up with the rate of technological progress, the G20 economies could lose up to US$11.5 trillion in cumulative GDP growth in the next ten years. That’s equivalent to losing more than an entire percentage point from the average annual growth rate every year over that period. For this report, we look through the lens of the future worker – from the shop floor to the boardroom, from the shop front to the back office – and we identify their evolving skills demand. We analyze the changing importance of skills to different roles and the impact of intelligent technologies.
 
Contrary to conventional wisdom, this is not about technological skills. It is about cultivating the full range of skills, from the creative to the complex cognitive capabilities that the future workforce will need.
 
Our diagnosis: Current education and corporate learning systems are not equipped to address the coming revolution in skills demand. The challenge is especially urgent for roles that are more vulnerable to dislocation through intelligent automation. The impact is uneven across economies and industries, demanding targeted interventions.
 
Our proposed solutions: Learning with experiential techniques, shifting the focus from institutions to individuals and empowering the most vulnerable people to learn.
 
Advances in the science of learning, paired with new technologies, allow pioneering businesses to offer new approaches to learning. The challenge? Accelerating their adoption across all organizations, large and small, and throughout education systems in the G20 economies.
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[PDF] La situación cambiante de la universidad en la era digital

[PDF] La situación cambiante de la universidad en la era digital | Edumorfosis.it | Scoop.it

En los últimos cuarenta años se han producido extensos y profundos cambios políticos, económicos, sociales y tecnológicos, mediados por los movimientos neoconservadores y el aparentemente imparable desarrollo de la tecnología digital. Aunque, al mismo tiempo, temas fundamentales como las relaciones asimétricas de poder, la desigualdad, la pobreza y la exclusión no sólo han permanecido inalterables, sino que se están acentuando, produciendo, en ciertos aspectos, movimientos y tendencias de cambio involutivo. Desde esta perspectiva, en este artículo, comenzamos dialogando sobre el sentido de los cambios en la universidad, a partir de las aportaciones de distintos autores interesados en el tema. Seguimos situando la problemática considerando los efectos de las transformaciones producidas por las tecnologías digitales en la vida y la experiencia profesional de los docentes e investigadores universitarios. La investigación llevada a cabo nos permite situar el impacto de la proliferación sin precedentes de la información y el uso de aplicaciones digitales en la noción de conocimiento y en los métodos de enseñanza y aprendizaje, así como vislumbrar los desafíos que se le presentan a la universidad. El texto finaliza con la consideración de algunos de los retos y perspectivas universitarias actuales, a partir de distintos estudios y propuestas internacionales. Nuestras conclusiones invitan al lector a reconsiderar necesariamente el sentido y el papel de la tecnología digital, no solo en la transformación aparentemente inevitable de la universidad, sino también en el de la sociedad.

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Community Colleges and Tech Companies are Co-Branding Credentials to solve the skills gap

Community Colleges and Tech Companies are Co-Branding Credentials to solve the skills gap | Edumorfosis.it | Scoop.it

Grant Sabatier became a personal-finance celebrity writing about his experience going from broke to millionaire in just five years. There’s no denying his hustle—he’s started three successful companies—as well as his frugality.

But what got him out of his parents’ house and into a job slips just below the radar: a Google Ads certification. Before the certification he’d sent out 200 resumes and received zero call-backs. And yes, Grant already had a bachelor’s degree.

There’s an important lesson there for higher education and it’s not just anecdote. Employers increasingly use applicant tracking systems that often screen for very specific skills. A resume for a digital marketing job, no matter how stellar, that doesn’t mention experience with platforms like Facebook Ad Manager or Hubspot may not even make it through the first automated round of screening. Same goes for an application for a data analyst that doesn’t mention a facility with Tableau or Microsoft Excel, a game developer without Unity, or a sales rep without Salesforce. In that sense, it’s not broad digital skills that matter, but rather skills tailored to one specific platform that is state-of-the-art in an applicant’s chosen field.

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Putting the cart before the horse

Putting the cart before the horse | Edumorfosis.it | Scoop.it

Of course, we want to give students the tools/abilities/skills to be successful in a changing world. We want today’s student to solve problems we cannot solve yet and create a healthier, happier, and more productive world.

So, where are we going wrong?

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Community College four-year degrees are smart policy, not mission creep (opinion)

Community College four-year degrees are smart policy, not mission creep (opinion) | Edumorfosis.it | Scoop.it

Presidents of America’s public universities are worried that community colleges have strayed from their mission. The source of their concern? The growing push by community colleges, state legislatures and student advocates to grant two-year colleges the authority to award some bachelor’s degrees.

According to Inside Higher Ed’s Survey of Community College Presidents, 70 percent of public university presidents worry that community college baccalaureate programs are evidence of “mission creep.” An even greater share disagrees with the idea that community colleges are well positioned to help low-income and place-bound students complete a bachelor’s degree. And about half of the presidents do not think community colleges can help address disparities in bachelor’s-degree attainment across different racial and ethnic groups.

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Deja de preguntarles a los niños qué quieren ser cuando sean grandes

Deja de preguntarles a los niños qué quieren ser cuando sean grandes | Edumorfosis.it | Scoop.it

¿Qué quieres ser cuando seas grande?.

De niño odiaba esa pregunta. Nunca tenía una buena respuesta. Los adultos siempre parecían decepcionados de que no soñara con ser algo grandioso o heroico, como cineasta o astronauta.

En la universidad, finalmente me di cuenta de que no quería convertirme en una sola cosa. Quería hacer muchas cosas. Así que encontré una solución: me convertí en un psicólogo organizacional. Mi trabajo es arreglar el trabajo de los demás. Me toca vivir otras experiencias indirectamente — he podido explorar cómo los cineastas abren caminos nuevos y cómo los astronautas fomentan la confianza. Además, me he convencido de que preguntar a los jóvenes qué quieren ser les perjudica.

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La universidad actual comenzará a desaparecer

La universidad actual comenzará a desaparecer | Edumorfosis.it | Scoop.it

La universidad, como la conocemos actualmente, está llegando a su fin; comenzará a desaparecer de la misma manera que el cassette, la renta de películas en tiendas, la máquina de escribir o las agencias de viajes. Ojo: la educación jamás dejará de existir; lo que cambiará es el formato de enseñanza a nivel superior empleado para trasmitir y aplicar conocimiento. Así como la música jamás se extinguirá, los formatos a través de los cuales compramos y archivamos habrán de evolucionar.

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La Realidad Virtual podría potenciar los contenidos educativos

La Realidad Virtual podría potenciar los contenidos educativos | Edumorfosis.it | Scoop.it

Investigadores de la Universidad de Maryland exploraron si el uso de espacios virtuales permite recordar mejor la información que mediante una pantalla de computadora.

Un estudio afirma que las personas recuerdan más información si se les presenta en entornos virtuales que en pantallas de computadora. Este hallazgo podría impulsar el desarrollo de contenidos educativos en realidad virtual (RV).

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The modern workplace is hopelessly distracting. And it's costing us time and money

The modern workplace is hopelessly distracting. And it's costing us time and money | Edumorfosis.it | Scoop.it

Many of us are doing real work six or even five hours each day, while spending eight-plus hours “at work”, without realising the loss of time spent with family, on hobbies, exercise or energising side projects.

Instead of getting a full-day’s work accomplished, we’re losing productive time to interruptions from co-workers, needless meetings, and especially our perpetually pinging phones. The result is frustration, depression and lost opportunity for workers, and billions lost in profits for our employers.

According to an incisive report issued by online learning platform Udemy, the workplace is filled with distracted, often frustrated employees who aren’t achieving their potential, are simultaneously depressed about it, but unsure what to do.

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User-generated content

User-generated content | Edumorfosis.it | Scoop.it

Content creation, a subset of sensemaking, is difficult. It takes time and effort. According to a 2019 survey of 213 North American workers conducted by Degreed, most sharing of information is in responding to other content found in the flow of work or learning. A lot of user-generated content is sharing content that has been created by others.

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Ecologías entre escenarios sociales y educativos (condicionamiento tecnológico y digital)

Ecologías entre escenarios sociales y educativos (condicionamiento tecnológico y digital) | Edumorfosis.it | Scoop.it

Establecer estrategias “valientes” de aprendizaje en la Universidad y en la escuela de siempre, es casi una utopía, ya que casi siempre las ecologías se refieren a espacios híbridos entre lo educativo y social, pero es la única manera de “despertar” a este “muerto viviente” y allá vamos ( El análisis se centrará, de forma exclusiva, en el impacto producido por las nuevas tecnologías al ser introducidas en la escuela. Se intentará determinar si dicha introducción repercute y modifica las características propias de la escuela moderna, influyendo en la necesidad de una redifinición, incluso su capital más intelectual está “muriéndose”):…

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¿Cómo saber qué método de innovación es el más adecuado para mis clases?

¿Cómo saber qué método de innovación es el más adecuado para mis clases? | Edumorfosis.it | Scoop.it

Se atribuye al filósofo Michel de Montaigne la frase “Sé muy bien de qué estoy escapando pero no qué es lo que estoy buscando”. Algo similar ocurre en la innovación educativa docente. El profesorado sabe muy bien de lo que tiene que escapar (métodos que fomentan la pasividad del alumnado, desmotivación, el denominado “café para todos”, etc.) y no sabe muy bien que métodos de innovación pueden ayudarle a mejorar su trabajo docente.


Cuando el profesorado no sabe muy bien qué innovación está buscando, a veces se desespera un poco y abandona la búsqueda. Hay varios factores que contribuyen a que el profesorado no sepa muy bien qué está buscando, como:

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Hacia la Universidad Digital: ¿Dónde estamos y a dónde vamos?

Hacia la Universidad Digital: ¿Dónde estamos y a dónde vamos? | Edumorfosis.it | Scoop.it

Las instituciones universitarias se encuentran actualmente en una etapa de tránsito de un modelo de enseñanza decimonónico basado con la transmisión del conocimiento empaquetado en objetos culturales impresos y en la lección magistral del docente hacia un modelo pedagógico apoyado en el aprendizaje activo y constructivo del alumnado interaccionando con recursos digitales. Este número monográfico aborda el análisis de la transformación digital de la universidad guiado por cuestiones como ¿Hacia dónde debiera evolucionar la educación universitaria? ¿Qué sentido pedagógico tiene la entrada de la digitalización en la enseñanza universitaria? ¿Cómo transforma la tecnología la profesionalidad docente, lo que debe aprender el alumnado, o los entornos y las metodologías de eLearning?

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The future of work is a race between education and technology, and one's not keeping up

The future of work is a race between education and technology, and one's not keeping up | Edumorfosis.it | Scoop.it

The current sway of semi-scientific popular opinion suggests intelligent technologies will augment a greater percentage of human work than will be replaced. A recent report by Accenture forecasts more than 50% of current human work is augmentable, rather than automatable, enabling renewed capacity to focus on innovation and high-value tasks.

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[Reporte] EduTrends Credenciales Alternativas

[Reporte] EduTrends Credenciales Alternativas | Edumorfosis.it | Scoop.it

El aprendizaje no se detiene en la universidad. Las personas continúan aprendiendo a través de sus experiencias personales y profesionales, dentro y fuera del contexto educativo. Hoy, más que nunca, la formación continua es requisito para continuar vigentes en el campo profesional.

Este reporte busca dar al lector un contexto sobre el proceso de cambio que están viviendo las universidades, un acercamiento al creciente mercado de las credenciales alternativas y un vistazo a las iniciativas que están moldeando su futuro.

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La interdisciplinariedad

La interdisciplinariedad | Edumorfosis.it | Scoop.it

La Universidad debe adaptarse pero también generar transformaciones que respondan a las necesidades fundamentales, científicas, sociales y filosóficas de la sociedad actual permitiendo y promoviendo la participación abierta del estudiante en la concepción y construcción del mundo para que este sea protagonista en la construcción de su propia realidad y posibilitando el poder transformar el entorno y resolver problemas complejos que sean pertinentes, apoyándose en lo interdisciplinario que debe ser parte inmanente de las metodologías y apuestas de las instituciones para entender los fenómenos y objetos de conocimiento.

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5 ways 5G will make classrooms smarter

5 ways 5G will make classrooms smarter | Edumorfosis.it | Scoop.it

Educators are always looking for ways to maximize learning time. Technology enables teachers to make better connections and explore complicated subjects. But buffering videos and choppy applications can diminish what precious time is available, limiting the time educators have to actually teach.

The next generation of students deserves the next generation of classrooms. And they’re expecting it. According to a 2018 Pearson study, 59% of Gen Z agrees that technology will transform how college students learn in the future, compared to 66%of millennials. Educators need a wireless network that can meet students where they are and provide a seamless learning experience. This is where 5G comes in.

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Finding and sharing information

Finding and sharing information | Edumorfosis.it | Scoop.it

One of the challenges we face in our professional and personal lives is making sense of the flow of information that passes by us each day and then aligning that with our current priorities and challenges. The seek > sense > share framework of personal knowledge mastery is a simple method to help us stay focused in our sensemaking. The image below shows how information and knowledge can flow when people develop filters to seek information, take time and effort to make sense of it, and then share appropriately, often adding value to what they share.

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The real risk of Edtech-Based Personalized Learning

The real risk of Edtech-Based Personalized Learning | Edumorfosis.it | Scoop.it

Administrators purchase the latest and greatest edtech, hoping that this next program will be the panacea, the silver bullet that improves scores and helps the campus meet accountability goals. Teachers want this program to assist in helping their students who learn differently. Parents look for immediate feedback on their children’s progress.

All of these goals take second place to the real issue: are students getting what they need to become productive citizens?

The real risk of edtech-based personalized learning exists in relying on it to the exclusion of everything else.

Personalized learning = privileged learning

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[PDF] Virtual memory palaces: Immersion aids recal

[PDF] Virtual memory palaces: Immersion aids recal | Edumorfosis.it | Scoop.it

Virtual reality displays, such as head-mounted displays (HMD), afford us a superior spatial awareness by leveraging our vestibular and proprioceptive senses, as compared to traditional desktop displays. Since classical times, people have used memory palaces as a spatial mnemonic to help remember information by organizing it spatially and associating it with salient features in that environment. In this paper, we explore whether using virtual memory palaces in a head-mounted display with head-tracking (HMD condition) would allow a user to better recall information than when using a traditional desktop display with a mouse-based interaction (desktop condition). We found that virtual memory palaces in HMD condition provide a superior memory recall ability compared to the desktop condition. We believe this is a first step in using virtual environments for creating more memorable experiences that enhance productivity through a better recall of large amounts of information organized using the idea of virtual memory palaces.

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