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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:49 PM
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In This Post:
Learn what simulations are and aren’t.
Understanding where they fit in an organizations’ flow of skills.
Learn best practices in designing and creating sims.
Via JackieGerstein Ed.D., Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:48 PM
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:48 PM
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Education is not the filling of a pail, but the lighting of a fire. –William Butler Yeats
Introduction
Deconstruct the fun in any good game, and it becomes clear that what makes it enjoyable is the built-in learning process.
Via JackieGerstein Ed.D., Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:44 PM
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This paper will argue that the schema and elements that game designers use in creating games can analogously be used as frameworks for reconsidering the structures of classroom experiences, syllabi, and even program development. It will show how the lessons learned from the work game designers do and the experiences that gamers have in game situations can be utilized by teachers looking to evolve their practice in a manner that better prepares their students for contemporary society.
Via JackieGerstein Ed.D., Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:44 PM
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Roxworthy wants both students and members of the general public to use the game as a way to understand how “Jim Crow and internment policies are rigid systems” and how “segregational systems could be programmed” much as software programs control how “movement is constrained by game engines.” However, because “each of the missions culminates in a performance,” students can also learn about “subverting systems” of segregation as they experience “sites of interracial code-switching, where they are transgressing laws in some ways.”
Via JackieGerstein Ed.D., Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:43 PM
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Schools are discovering that handhelds like iPod touch and iPad make great learning tools. In fact, handhelds can play a big part in project based learning. Not only do projects motivate students because they use exciting handheld technology, but they also lend themselves to student voice and choice.
Via Jim Lerman, Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:42 PM
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Output froma the Glovbal Edcuation Conference - run annually 24/7 for one week! Good collection of recordings and papers maintained on the site
Via Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:37 PM
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Abstract This paper argues that transparency promotes interactivity and participation in collaborative Web 2.0 learning environments. Teaching with transparency requires a learner–centered pedagogy for research, writing, and the production of new knowledge in open communities. Transparency is a catalyst for interaction and participation that supports open learning in multiple disciplines and institutional contexts. Transparent design influences the development of wikis, Open Educational Resources (OERs), and mobile applications. The wiki is a flexible, social, and easy to use technology for collaborative authorship and for sharing information. OERs are transparent educational materials for teaching and learning and mobile technologies expand the scope of when and how transparent learning takes place.
Via Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:36 PM
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:35 PM
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:34 PM
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AUSTRALIAN researchers aim to build toolkits for teachers to help them use augmented reality techniques in the classroom.
Via Judy O'Connell, Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:34 PM
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A collection of interesting and engaging infographics.
Via Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:31 PM
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There's a knowledge revolution happening online, and there are thousands of places to educate yourself. Anya Kamenetz highlights some of the best.
Via Judy O'Connell, Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:49 PM
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:48 PM
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:47 PM
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In this paper, the authors present theoretical, design, implementation, and evaluation details of PLEF, a framework for mashup personal learning environments. The primary aim of PLEF is to help learners create custom learning mashups using a wide variety of digital media and data.
Via Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:44 PM
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:44 PM
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A friend of mine recently graduated with his BS degree in Finance. He had a great lead on a job at a high tech company and things felt promising. But the feedback he received was, "Spend some time developing your social network profile and then our recruiters will consider you." That's not something he learned in college. But, arguably, it should have been. Why? Because in a participatory culture, what others say about you is more important than what you say about yourself. Step up, folks. It's time to join in.
Via Jim Lerman, Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:43 PM
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When this project started many schools had adopted locking and blocking by default. But just saying "open them up" obviously isn't enough - schools need policy guidance, the confidence that others have already tried with success, an evolutionary model, and authentic advice by teachers for teachers, by school for schools, that they might build from, with trust. Thus the aim of the "cloudlearn" research project was (and is) to source, collate, reflect on and publish proven effective practice from experienced classroom teachers and practitioners - building forward from what worked for them, in their cultural and educational context, to offer a portfolio of general and proven approaches. As phase one of the research, itself largely conducted within the very social media it embraces, comes to an end, the papers and details will appear indexed from here at www.cloudlearn.net - and many of you are anticipating them already of course.
Via Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:40 PM
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Technology enhanced learning has failed but there is still a role for technology to create personal learning spaces writes Gerry White in this research review on DERN.
Via Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:36 PM
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an directory of apps by education by Apple Distinguished Educators (ADEs) to help you transform teaching and learning. (apps, education, educacion, primaria, preescolar, educativos.
Via Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:36 PM
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This paper focuses on the confluence between globalised economic process, the Digital Education Revolution, and the discourse of the digital native; and describes the way in which students’ use of digital technologies is identity forming.
Via Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:35 PM
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:34 PM
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The e-Enhanced Learning and Teaching project (e-ELTP) is a three year program (2009-2011) to improve the student experience via electronically enhanced flexible teaching options in selected first and final/later year courses. The enhancements will provide more flexible course delivery options, more timely student feedback and consistent access to online course content. Topics include: Assessment, Key concepts, Managing large classes, Worked Examples and Virtual environments.
Via pru, Kim Flintoff
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Rescooped by
Learning Futures
from eLearning 21C
April 16, 2012 9:32 PM
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The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.
Via Kim Flintoff
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![[Infographic] | Digital Learning - beyond eLearning and Blended Learning | Scoop.it](https://img.scoop.it/wd6y9P3TYeS9oscWB8xLaDl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
