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This week in China Tech: Robots beat teachers in classroom, tencent builds for Blockchain

This week in China Tech: Robots beat teachers in classroom, tencent builds for Blockchain | Edumorfosis.it | Scoop.it

Some big trends have emerged this week in red hot areas like blockchain, artificial intelligence, and edtech. The bottom line seems to be that China is investing in a big way to ensure it remains on the cutting edge when it comes to the technology of tomorrow, whether it's investing billions into AI or leveraging the country's most important social media platform to embrace blockchain. Here are the some of the most interesting tech stories out of China you might not have heard about.

Edumorfosis's insight:

Tal y como hemos mencionado antes, los educadores que solo se dedican a transmitir contenidos serán reemplazados por la IA. Es tiempo de comenzar a llevar a la práctica nuevos roles pedagógicos y heutagógicos...

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New Learning Ecologies, Instructional Design, EdTech, eLearning, mLearning & more...
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10 things teachers can do today to prepare students for the future

10 things teachers can do today to prepare students for the future | Edumorfosis.it | Scoop.it

In 2008, I read Clayton Christensen’s Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. It inspired me to think about changes in education that would benefit students by transforming teaching and learning and I was excited about the possibilities. Technology advancements promised to make a great impact to initiate change in the classroom, but now we are faced with a newer set of obstacles.

Eleven years later, as I walk through the halls in a middle school/high school setting, I see students sitting on a tile floor crowded around a device trying to type, communicate, take videos, and record their voices with background noise and distractions often interrupting their progress. This happens all over the country in traditional educational buildings today. Students are assigned a tech-integrated project and are faced with limited resources and inadequate workspaces to use the latest tools. So how are we supporting change?

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Bridging the disconnect between EdTech Research and Educators

Bridging the disconnect between EdTech Research and Educators | Edumorfosis.it | Scoop.it

The exhibitor floor at a major EdTech convention must be seen to be believed: hundreds of vendors with thousands of new products vie for the attention of exited-but-exhausted looking teachers and administrators. Every single product promises to revolutionize education by engaging students and teaching them more, better, faster. But you’d have to be naïve to think that every single one of those products can deliver on its promises. Instead, it is time to bridge the disconnect between EdTech researchers and educators.

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Las 5 ventajas de desaprender y volver a aprender

Las 5 ventajas de desaprender y volver a aprender | Edumorfosis.it | Scoop.it

Los analfabetos del siglo XXI no serán aquellos que no sepan leer y escribir, sino aquellos que no puedan aprender, desaprender y reaprender”  Albin Toffler. 

 

Estamos aprendiendo todo nuestra vida, desde que nacemos, aunque no nos demos cuenta; aprendemos de nuestros padres, de nuestra familia, de nuestros amigos, y por supuesto en el colegio; es algo que no podemos evitar. Gracias al aprendizaje adquirimos nuevas habilidades y conocimientos que nos permiten desenvolvernos en nuestro ambiente personal y profesional.

 

Hay muchas cosas que hacemos por inercia, porque las aprendimos así y porque ni siquiera nos hemos planteado que se puedan hacer de otra forma. Por eso es tan necesario aprender a ‘desaprender’ todo aquello que nos limita y nos impide mejorar y avanzar.

 

Si no somos capaces de “desaprender” lo aprendido y volver a aprender cosas nuevas, no seremos capaces de desarrollar las nuevas competencias y habilidades que se requieren para los nuevos modelos de empleo.


Via Ramon Aragon
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5 ways to improve support for part-time students

5 ways to improve support for part-time students | Edumorfosis.it | Scoop.it

Although community colleges have started to enroll more economically-disadvantaged students, those students are not graduating at rates comparable to their peers, according to an EAB whitepaper, Reframing the Question of Equity. What’s worse, they drop out and retain debt.

Community college students are increasingly diverse, and traditionally underrepresented student populations have increased. Gaps in college access and enrollment have started to shrink. But while underrepresented minorities are more likely to attend community colleges than their white peers, too few of them graduate, leaving gaping degree attainment gaps.

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21 ways to empower students, innovators, and institutions

21 ways to empower students, innovators, and institutions | Edumorfosis.it | Scoop.it

Higher education is long overdue for a refresh–and that refresh could be achieved by moving to empower students, institutions, and innovators, according to a new whitepaper.

In the face of increasing costs and deeper questions about higher ed’s purpose, the Department of Education in December issued a whitepaper outlining student-centered reform goals pertaining to a variety of issues, including academic and career mobility, constructing accountability measures, and expanding student aid.

The DoE is looking for institutions, innovators, entrepreneurs, educators, and students who can create and advance student-centered reforms that empower students and other key stakeholder groups.

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Authentic Assessments align with targeted eLearning outcomes

Authentic Assessments align with targeted eLearning outcomes | Edumorfosis.it | Scoop.it

Shifting focus from objectives to outcomes can aid in creating authentic assessments that actually test what we’re trying to measure, according to Jean Marrapodi of Applestar Productions.

In a recent presentation at The eLearning Guild’s eLearning Foundations Spotlight, Marrapodi explained that an authentic assessment examines the learner’s understanding and application of information and ability to apply it in a context close to the real world. That’s different from evaluating learners’ reactions to training or the ROI a company realizes from sending employees to training.

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Here’s how technology is shaping the Future of Education

Here’s how technology is shaping the Future of Education | Edumorfosis.it | Scoop.it

Technology is transforming just about every aspect of our lives, from how we communicate with others, consume news and watch movies, even to the way we purchase goods.

Despite these rapid technological changes, the education sphere is also embracing these developments, striving to meet the growing demands of the 21st century. This can be seen in the growth of online learning and the use of technology in the classroom, including computers and video games that facilitate student learning.

Technology makes education accessible to many, including those from various socio-economic backgrounds and abilities.

However, technology is not only changing the way we learn, but also the way education is taught by those in the field. Unsurprisingly for those interested in studying education, huge advancements in technology have made studying education a vastly different experience from students of yesteryear. This includes improving opportunities for communication and collaboration, among many other things.

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6 misconceptions about eLearning Design

More content = More learning

There is a persistent misconception that more content will result in more learning. However, it is not the amount of information that will help learners acquire a new skill or gain more knowledge in a specific area or improve the way they carry out certain tasks. It’s the relevance of the information from the learner’s point of view what will have an impact at the end of the training. Evaluating, cataloging and organizing the information with a clear training or communication purpose in mind is essential.

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Is it about Teaching? Or is it about Learning?

Is it about Teaching? Or is it about Learning? | Edumorfosis.it | Scoop.it

One of the most interesting online debates I’ve come across lately is this one from the NAIS blog about the Mastery Transcript Consortium (MTC) which is trying to “reimagine the high school transcript.” (If this is your first introduction to the Mastery.org folks, you may want to spend some time digging into their site and listening to the great podcast we did with organizer Scott Looney a couple of months ago.) While I think the idea of getting rid of grades is a much needed one, I also understand that the process is fraught with all sorts of disruptions, not just to the transcript but to narratives of education and schooling, our value as educators, the importance of higher ed, and much more.

The conversation between John Gulla and Rand Harrington is important and interesting, and the whole thing is worth the read. But I want to pick out (or maybe pick “on”) one particular response from Harrington as he attempts to discredit the efforts that Gulla and the Mastery group are making. Here’s the little snip that caught me:

In my opinion, the key questions are: How will MTC improve classroom teaching? Is the talk of MTC moving along the conversation about what great teaching is, or is it a distraction?

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The future of work won't be about Degrees, it will be about Skills

The future of work won't be about Degrees, it will be about Skills | Edumorfosis.it | Scoop.it

According to the survey Freelancing in America 2018, released Wednesday, freelancers put more value on skills training: 93 percent of freelancers with a four-year college degree say skills training was useful versus only 79 percent who say their college education was useful to the work they do now. In addition, 70 percent of full-time freelancers participated in skills training in the past six months compared to only 49 percent of full-time non-freelancers.

The fifth annual survey, conducted by research firm Edelman Intelligence and co-commissioned by Upwork and Freelancers Union, polled 6,001 U.S. workers.

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Is Email making professors stupid?

Is Email making professors stupid? | Edumorfosis.it | Scoop.it

On his website, Knuth offers the following explanation for his refusal to use email: “Email is a wonderful thing for people whose role in life is to be on top of things. But not for me; my role is to be on the bottom of things.” The idea that the life of a professor should be radically different than other professions, and that universities should take far-reaching steps to allow faculty members to be “on the bottom of things” is easy to dismiss as eccentric utopianism. But the time has come to take Knuth’s vision seriously.

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¿El fin de las universidades?

¿El fin de las universidades? | Edumorfosis.it | Scoop.it

Recientemente, por ejemplo, la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI), presentó un robusto informe: un llamado a la acción común, que puede resumirse de la siguiente forma. En promedio, la tasa bruta de matrícula entre la población en edad universitaria (18-22/23 años) en América Latina y el Caribe creció del 17% en 1991 al 42% en 2017 (Banco Mundial, 2017), solo dos puntos porcentuales abajo del promedio OCDE; de continuar estas tendencias, según la evidencia de Martin Trow, todavía habría espacio para llegar al 50%, a partir del cual se considera la práctica universalización de este nivel educativo. Buenas noticias.

Sin embargo, esa notable expansión solo podrá aprovecharse a cabalidad si la educación proporcionada es capaz de adaptarse a las exigencias de una sociedad y una economía mucho más sofisticadas y complejas, en las que la calidad, la reputación institucional, la flexibilidad y la excelencia de los programas académicos, entre otras cosas, sean de tal pertinencia que, como dice la OEI, permita a los egresados integrarse en un mercado de trabajo que “requiere una alta cualificación y la adquisición de competencias transversales como el dominio de nuevas tecnologías, la capacidad de innovación y la capacidad de adaptación a esas innovaciones”. Ese es el desafío crucial que las universidades deberán afrontar, pensando fuera de la caja y tomando decisiones audaces, si quieren ser competitivas en el siglo XXI.

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8 best practices every eLearning team manager should Follow to save time and money

8 best practices every eLearning team manager should Follow to save time and money | Edumorfosis.it | Scoop.it

There is a notion among eLearning managers that cutting cost in eLearning development would bring down the quality of the courses. This concept comes out of the fact that the lions part of eLearning investment goes into purchasing tools and technology. Even if we agree that modern eLearning tools are costly, we need to consider the effectiveness of those tools before jumping into conclusions. With the right use of eLearning automation and collaboration, eLearning teams can considerably bring down the eLearning development time. This, in turn, would help you save a lot of money.

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[Webinar] The Changing Learning Management System Landscape

[Webinar] The Changing Learning Management System Landscape | Edumorfosis.it | Scoop.it

The education ecosystem is undergoing rapid change as institutions look to leverage actionable data to drive student success and meet the needs of a changing student demographic. This has put increasing pressure on the learning management system (LMS), the most widely-adopted tool to support teaching and learning, to evolve to meet changing demands, pedagogical approaches, and modalities. This shows that the LMS is necessary but not sufficient to deliver a modern teaching and learning ecosystem.

Join Eduventures Principal Analyst James Wiley as he discusses how institutions are partnering with vendors to solve these challenges. In addition, hear from Blackboard Chief Learning and Innovation Officer Phillip Miller on the shifting perception of the LMS as a one-dimensional online learning tool, and how Blackboard sees it evolving into a platform that combines broad capabilities to solve complex educational challenges.

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The secrets of Tech-Savvy schools

The secrets of Tech-Savvy schools | Edumorfosis.it | Scoop.it

Every student deserves an education that is personalized, informed by data, and based on mastery. Blended learning, or strategically integrating technology with in-person instruction, is a key mechanism for making this vision possible. Research shows that blended learning can enable small-group differentiated instruction and facilitate student agency at scale. The key steps to becoming a successful "tech-savvy" school means embracing blended learning to achieve learning goals.


Via Jim Lerman
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6 tips to use Inquiry-Based Learning in Modern Online Training Experiences

6 tips to use Inquiry-Based Learning in Modern Online Training Experiences | Edumorfosis.it | Scoop.it

They say curiosity killed the cat, but human beings are quite different from felines. For us, the need to know has driven our greatest discoveries. It has helped us learn new languages, experience other cultures and advance our education levels. In the eLearning space, inquiry-based learning can lead to better resource distribution. With so much educational content available, online learners can get overwhelmed. Worse, they can get inundated with useless information. Using questions as the basis for your online training gets to the heart of the matter. It ensures that your corporate learners can focus on their own areas of interest. Here are 6 tips to use inquiry-based learning in modern online training experiences.

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Shorter online courses offer flexible alternatives for students but pose challenges for instructors

Shorter online courses offer flexible alternatives for students but pose challenges for instructors | Edumorfosis.it | Scoop.it

For some institutions, shorter online courses help them appeal to new students who aren’t in a position to enroll full-time at a residential program but want to gain new skills or advance in their career while balancing existing professional and personal duties. In Moon’s experience, though, an increasing proportion of students in her shorter online courses are students also enrolled in on-ground courses at Arizona State.

The student motivation, by and large, they’ve kind of bought in to this idea that it’s the degree, as quickly I can get to that degree, I need to take that path,” Moon said.

While she understands why students see education through that perspective, and why universities sometimes act to encourage it, she has some misgivings about the trend toward acceleration and shorter courses. As an history teacher, she spends much of her grading time offering nuanced feedback on student writing, which often takes more time than a 7.5-week course allows.

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With Microlearning, focus on small goals—Not dmall courses

With Microlearning, focus on small goals—Not dmall courses | Edumorfosis.it | Scoop.it

A common question the Artisan E-Learning team hears concerns how long microlearning should be. The answer is the same as for any training: It should be exactly as long as it needs to be. If you want to accomplish a goal through training, the resulting asset shouldn’t be one minute longer than it needs to be. And it shouldn’t be one minute shorter than it needs to be, either.

If you are implementing a microlearning strategy, you don’t need to focus on how to make your courses small. Instead, focus on how to make your goals small.

Let’s take a look at an example. Our client, in the banking industry, wanted to use microlearning to help bank tellers with customer service skills. How might you break something like that down into small, focused goals that can be achieved with microlearning?

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Blended Learning Platforms: Google Classroom vs Microsoft Teams

Blended Learning Platforms: Google Classroom vs Microsoft Teams | Edumorfosis.it | Scoop.it

Blended Learning combines technology and face-to-face interaction to improve student engagement, streamline assessments and open the lines of communication between teachers and students.

Both Microsoft Teams and Google Classroom offer a core package of tools that cover classroom essentials. In Microsoft Teams, for example, students and teachers have access to Word, Excel and PowerPoint. Google Classroom provides similar applications through Google Docs, Sheets and Slides.

These online tools make it simple for teachers to send class materials, grade assignments, conduct assessments and monitor student progression.

Meanwhile, students can seamlessly collaborate with classmates, submit assignments digitally and access class materials outside of regular school hours.

Preliminary research suggests digital platforms can improve student testing outcomes. When the Maricopa Unified School District in Arizona introduced blended learning classrooms, students using the program scored higher than the district average on all six of the statewide achievement tests.

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How to apply User Experience research (UX) to Instructional Design

How to apply User Experience research (UX) to Instructional Design | Edumorfosis.it | Scoop.it

Developing my first mobile learning app has been an exciting process. I think we take for granted the research behind the creation of Learning Management Systems (LMS) and online learning platforms like Thinkific and Teachable. Instructional Design and a learner-centered approach are still at the core of the process, but there are many elements outside of the traditional way of building an online training or course.

I also learned early in the process of developing this app is how UX/UUI practices and tools can be applied to Instructional Design. I think many of these could be used to boost content engagement, alleviate challenges in planning and evaluation, and aid in areas that are out of the Instructional Design scope but are often part of the work.

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What should we learn for the age of AI? Four-Dimensional Education (Charles Fadel)

Artificial Intelligence and Biotechnology are redefining what it means to be human, and succeed in life and work. Education curricula must be deeply redesigned for versatility and adaptability, implying all of the four dimensions of Knowledge, Skills, Character and Meta-Learning, and the interplay between them. Our future requires holistic humans who are like “Swiss Army knives”: multi-faceted capabilities in many domains, broadly and deeply, with the ability to continuously reflect and adapt by having “learned how to learn”. Charles Fadel is a global education thought leader and author, futurist and inventor; founder Center for Curriculum Redesign; visiting scholar Harvard GSE; chair education committee BIAC/OECD; co-author “Four-Dimensional Education” (now in 15 languages) and best-selling “21st Century Skills”; founder Fondation Helvetica Educatio. He was formerly: Global Education Lead at Cisco Systems, worked with education entities in thirty countries; visiting scholar at MIT; angel investor. Holder of BSEE, MBA, 7 patents. This talk was given at a TEDx event using the TED conference format but independently organized by a local community.

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Copyright in eLearning: Intellectual property and License problems

Copyright in eLearning: Intellectual property and License problems | Edumorfosis.it | Scoop.it

While surfing the internet, you may randomly encounter media that would be perfect for your next online course. For example, you can stumble upon an interesting video demonstration, a fascinating image or a cool sound effect that may improve the auditory presentation of your content. Even though you may envision your course being much better if you could use these resources, you need to keep in mind that you may face liability issues if you don’t obtain proper legal permissions to include these media in your eLearning courses.

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5 terrific EdTech tools for creating a highly engaging online (or hybrid) course

5 terrific EdTech tools for creating a highly engaging online (or hybrid) course | Edumorfosis.it | Scoop.it

So many faculty have approached me lately and said that they have been asked to teach an online or hybrid class. I love teaching—online, hybrid, in person—and I find that actually I use many of the same tools for each. Here is my list of go-to edtech tools, which are especially useful in the online/hybrid environment.

Remember: It’s all about engagement. If you just dump a ton of information into your course management site and don’t have a way for your students to interact with you, you’re wasting your hard work and their time. Our students will engage online if they feel that there is a real live person responding to them—whether that’s you or another student in the class. No matter who, it’s the connection that counts.

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Five Non-Negotiables in Assessment for Learning - Next Gen learning in sction

Five Non-Negotiables in Assessment for Learning - Next Gen learning in sction | Edumorfosis.it | Scoop.it

Six or seven years ago, when we were formalizing our approach to "Assessment for Learning" at the Center for Collaborative Education (CCE), we called it Quality Performance Assessment (QPA), meaning performance assessment that achieves technical quality (valid, reliable, sufficient, and free of bias). At the time, we tried to capture the essence of our understanding in a conceptual framework (see figure). Student learning, as always, is at the center, embraced by teacher learning (capacity) and leadership and policy support (conditions). Embedded within and between these, there is an iterative process moving from performance-assessment design to data analysis to aligned instruction and repeat. The graphic is fairly simple, but, six years later, it stands up!

Thoughtful consideration reveals that the QPA framework is founded on a set of assumptions. These five non-negotiable qualities are essential to building a successful performance-assessment system:

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Education vs Learning - What exactly is the difference?

Education vs Learning - What exactly is the difference? | Edumorfosis.it | Scoop.it

Most of us are very familiar with the left side of this graphic. We went to school, university, or some other formal education, and we are largely familiar with the rules of engagement. You listen to the teacher, stick it out, jump through the hoops and get your reward in the form of an accreditation. While many people flourish in this system, many others don’t. It remains the basis for most formal education around the world.

The current paradox is that while the price of education is rising exponentially in most countries, the cost of learning is actually trending towards zero — with millions of great learning materials freely available online. As we move forward, the process of testing against a standardised curriculum will increasingly be challenged by a new collective opportunity to learn anything we want, as well as choosing the content, time, teacher and device we want to learn with.

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