It is highly recommended that you integrate micro and nano learning as part of your learning strategy. This way of delivering learning can be effective if it is focused on very specific outcomes or used to reinforce the existing knowledge of users. It has become part of our lives, so users will “look up” information to help them with work tasks whether or not this is officially provided by their organisations learning platform. Microlearning is here, and organisations should capitalise on it by building their own micro-content.
We are embarking on an online environment transformation that is every bit as revolutionary as the inception of the Web browser in 1992. The Metaverse will supplant the browser for many of our activities. We will immerse ourselves through avatars to engage in commerce, education, and social exchanges. Now is the time to prepare for the transition.
We are embarking on an online environment transformation that is every bit as revolutionary as the inception of the Web browser in 1992. The Metaverse will supplant the browser for many of our activities. We will immerse ourselves through avatars to engage in commerce, education, and social exchanges. Now is the time to prepare for the transition.
CT asks D2L CEO John Baker how today's LMS is getting smarter, and about the opportunities AI, machine learning, predictive analytics, and related technologies are presenting in the LMS marketplace.
Web3 : une université de Hong Kong va lancer des campus dans le metaverse L’Université des sciences et technologies de Hong Kong prévoit d’utiliser le metaverse dès septembre de cette année, afin de connecter ses étudiants à son second campus basé à Guangzhou. Cette expérience Web3 pourrait révolutionner l’enseignement supérieur si elle venait à se démocratiser.
Web3 : une université de Hong Kong va lancer des campus dans le metaverse L’Université des sciences et technologies de Hong Kong prévoit d’utiliser le metaverse dès septembre de cette année, afin de connecter ses étudiants à son second campus basé à Guangzhou. Cette expérience Web3 pourrait révolutionner l’enseignement supérieur si elle venait à se démocratiser.
Technology is changing our world to such an extent that the majority of children in school today will do jobs that don’t yet exist. And even for those of us already in the workforce, the jobs that we do will undoubtedly change – many will evolve, many will become obsolete, and many new jobs will emerge.
So, when we think about the essential skills for workplace success, we need to consider not just the jobs that exist today, but the sorts of jobs that may exist in the future. In a world in which more and more jobs (and parts of jobs) are given over to machines.
En juillet, les avions de cinq grands patrons (Bolloré, JC Decaux, Kering, Bouygues ou LVMH) totalisent 53 vols dont certains faisant moins de 20 minutes, selon un compte Twitter créé pour dénoncer "la gestion climaticide de leur capital". Ces révélations provoquent un tollé sur la toile. Elles sont d’autant plus retentissantes que ces modes de vie sont en contradiction avec les discours officiels de ces entreprises dotées de stratégies RSE ambitieuses.
Creativity is a major source of innovation, growth, adaptability, and psychological resilience, making it a top priority of governments, global corporations, educational institutions, and other organizations that collectively invest hundreds of millions of dollars annually into training. The current foundation of creativity training is the technique known as divergent thinking; yet for decades, concerns have been raised about the adequacy of divergent thinking: it is incongruent with the creative processes of children and most adult creatives, and it has failed to yield expected downstream results in creative production. In this article, we present an alternative approach to creativity training, based in neural processes different from those involved in divergent thinking and drawing upon a previously unused resource for creativity research: narrative theory. We outline a narrative theory of creativity training; illustrate with examples of training and assessment from our ongoing work with the U.S. Department of Defense, Fortune 50 companies, and graduate and professional schools; and explain how the theory can help fill prominent lacunae and gaps in existing creativity research, including the creativity of children, the psychological mechanisms of scientific and technological innovation, and the failure of computer artificial intelligence to replicate human creativity.
Synthèse interactive de Stephane Salama du MOOC La psychologie pour les enseignants : mémoire, compréhension, motivation, régulation des comportements .
Las competencias digitales que precisamos los docentes hace ya algún tiempo (2017) que están establecidas en ese famoso marco común europeo de la competencia digital de los educadores (DigCompEdu). Pero es ahora cuando arranca la esperada (y temida) certificación oficial de dichas competencias. Unas competencias donde las tecnologías digitales se contemplan como un medio, y no como un fin, superando un modelo anterior basado más en determinadas herramientas o productos de ciertas empresas tecnológicas.
Pour voir plus loin, il faut déjà comprendre ce que nous avons sous les yeux et le monde qui nous entoure. C’est pourquoi l’éducation et la transmission des connaissances sont depuis toujours le pilier de la construction des jeunes générations, et donc de l’avenir. Malgré leur rôle majeur, il n’est pourtant pas toujours facile de rester motivé(e) tout au long de sa formation. Ainsi les méthodes éducatives mises en place sont essentielles pour garder l’attention des élèves. Juline Anquetin Rault est une des pionnières de ce secteur car elle propose des méthodes pédagogiques innovantes telle que la “classe autonome”, qui permettent de faire évoluer le métier de professeur. Elle va nous présenter ces différentes méthodes pour mieux enseigner et permettre de conserver la curiosité du plus grand nombre. Vous pensez sans doute que les cours ne sont pas toujours intéressants, jusqu’à ce que vous rencontriez Juline Anquetin Rault. Fondatrice des cours Réaubourg, elle fait partie des dix meilleurs professeurs du monde (elle a fait partie du Top 10 du Global Teacher Prize). Originaire de Rouen, elle utilise des méthodes pédagogiques innovantes, notamment la “classe autonome”. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx
Summary "As contemporary societies continue to integrate digital technologies into varying aspects of everyday life—including work, schooling, and play—the concept of digital game-based learning (DGBL) has become increasingly influential. The term DGBL is often used to characterize the relationship of computer-based games (including games played on dedicated gaming consoles and mobile devices) to various learning processes or outcomes. The concept of DGBL has its origins in interdisciplinary research across the computational and social sciences, as well as the humanities. As interest in computer games and learning within the field of education began to expand in the late 20th century, DGBL became somewhat of a contested term. Even foundational concepts such as the definition of games (as well as their relationship to simulations and similar artifacts), the affordances of digital modalities, and the question of what “counts” as learning continue to spark debate among positivist, interpretivist, and critical framings of DGBL. Other contested areas include the ways that DGBL should be assessed, the role of motivation in DGBL, and the specific frameworks that should inform the design of games for learning.
Scholarship representing a more positivist view of DGBL typically explores the potential of digital games as motivators and influencers of human behavior, leading to the development of concepts such as gamification and other uses of games for achieving specified outcomes, such as increasing academic measures of performance, or as a form of behavioral modification. Other researchers have taken a more interpretive view of DGBL, framing it as a way to understand learning, meaning-making, and play as social practices embedded within broader contexts, both local and historical. Still others approach DGBL through a more critical paradigm, interrogating issues of power, agency, and ideology within and across applications of DGBL. Within classrooms and formal settings, educators have adopted four broad approaches to applying DGBL: (a) integrating commercial games into classroom learning; (b) developing games expressly for the purpose of teaching educational content; (c) involving students in the creation of digital games as a vehicle for learning; and (d) integrating elements such as scoreboards, feedback loops, and reward systems derived from digital games into non-game contexts—also referred to as gamification.
Scholarship on DGBL focusing on informal settings has alternatively highlighted the socially situated, interpretive practices of gamers; the role of affinity spaces and participatory cultures; and the intersection of gaming practices with the lifeworlds of game players.As DGBL has continued to demonstrate influence on a variety of fields, it has also attracted criticism. Among these critiques are the question of the relative effectiveness of DGBL for achieving educational outcomes. Critiques of the quality and design of educational games have also been raised by educators, designers, and gamers alike. Interpretive scholars have tended to question the primacy of institutionally defined approaches to DGBL, highlighting instead the importance of understanding how people make meaning through and with games beyond formal schooling. Critical scholars have also identified issues in the ethics of DGBL in general and gamification in particular as a form of behavior modification and social control. These critiques often intersect and overlap with criticism of video games in general, including issues of commercialism, antisocial behaviors, misogyny, addiction, and the promotion of violence. Despite these criticisms, research and applications of DGBL continue to expand within and beyond the field of education, and evolving technologies, social practices, and cultural developments continue to open new avenues of exploration in the area."
Businesses look for fast and practical skills when providing corporate education to their teams, and that’s what learners wish to gain when choosing an eLearning platform.
However, no matter how fantastic online learning tools can be, making sure it helps learners get excellent performance might be a challenge. The new approaches to traditional learning tools aren’t a solution since people are used to online education. They won’t be surprised by another video lesson with an animated presentation.
Growing competition in online education suggests providers may need to take bold action. Five strategic moves could help them compete and grow while meeting the needs of learners.
Building capacity to meet the growing demand will be challenging. Building up quality of online education offerings will be a much greater challenge as it takes time for faculty to learn how create engaging learning experiences.
We have access to more information than ever before. As the world has dealt with transitions in how we live, learn, and work, everyone has had to adapt in one way or another. Technology continues to evolve, new resources are becoming available, the world of work is changing and the skills that our students need now will not necessarily be the same that they need in the future. They will need to understand how to navigate a highly digital world and carry out various tasks that, in years past, were done without technology. In short, data literacy skills should be a priority in schools. Let’s unpack this!
Appreciating Church courses We offer two courses: Introduction to Appreciative Inquiry and Deepening your Appreciative Inquiry practice (below: the next course starts on 24th September 2022). Deepening Your Appreciative Inquiry is organised ecumenically through Appreciating Church with Appreciating Church facilitators and counts as Module Two of International Academy for Appreciative Inquiry (IAAI) practitioner training. Dates for both courses are advertised here and on Facebook and Twitter as soon as they become known. If you would like to register your interest to take part in future training events please contact us. Deepening your Appreciative Inquiry Practice: September 2022 to January 2023 Register for the opening webinar on Saturday 24th September 2022 by contacting us. Facilitators Fiona Thomas: Co-author of Appreciating Church. A practical Appreciative Inquiry resource for church communities Jim Coleman: Freelance facilitator and retired United Reformed Church minister Both are experienced AI practitioners and active participants in the Appreciating Church community of practice. Fee £300 The fee covers facilitation, AI resources, and individual support throughout the course. This online course is designed for people who have already undertaken an introductory Appreciative Inquiry workshop such as Introduction to Appreciative Inquiry or Taste of AI and who wish to build on existing AI practice and deepen their understanding. The programme is practically based using webinars, online material, small groups, and one-to-one support. It addresses: AI principles in day to day practice Creating great questions and protocols Creating and delivering AI summits and events Building AI practice into church and community life. Revisiting the 5D process and SOAR Emerging new approaches and tools In addition to having completed an IAAI-accredited Module One-level course such as Taste of AI or Introduction to Appreciative Inquiry the other entry requirements are: Evidence of having completed six months practice of Appreciative Inquiry; Completion of the SOAR-based application process Identifying a practical activity for working on during the course. Completion of the course and awarding of IAAI- accreditation offers the participant preferential rates for participation in Appreciating Church and IAAI events. The course contributes to developing a self-supporting community of AI practice across churches.
Aujourd'hui, il ne faut plus apprendre vite, mais apprendre mieux. Il ne suffit plus d’apprendre des connaissances, mais il faut également y associer un savoir-faire. C'est l'enjeu auquel répond la micro-action.
The education industry today is facing a major challenge. Should educational facilities and businesses embrace modern technology in their training programs?
More often than not, technological progress comes to every industry, including education. However, the ability of the business to embrace technology depends on several factors, such as the goal of the training or budget.
IntroductionThere are tens of thousands of digital tools and apps that can be used for educational purposes. So how do you select the right one for teaching and/or learning? This eBook features critical reviews of more than 125 digital tools and apps for teaching and learning. You can browse through pages of interest, search for specific tools, and explore tools based on themes (e.g., assessment-centered, community-centered, knowledge-centered, learner-centered). Each page includes a detailed overview of a specific tool, including a tool snapshot box which highlights key evaluation criteria (e.g., price, ease of use, accessibility, privacy, ISTE Standards, learning theories) and examples of innovative ways to use the tool for teaching and learning. The pages are organized according to the National Research Council’s (2000) four types of learning environments: assessment-centered, community-centered, knowledge-centered, and learner-centered. Assessment Tools Assessment tools (e.g., Kahoot, Socrative, Google Forms, ePortfolios) allow educators to conduct pre-course/lesson, formative, and summative assessments. Community Tools Community tools, including social media, virtual games, and collaborative design spaces, encourage and foster social learning experiences. Knowledge Tools Knowledge tools, such as virtual timeline creators, mind mapping software, and study sites (e.g., flashcards, tutorials), help students acquire, construct, and organize information. Learner-Centered Learner-centered tools can be used to personalize, differentiate, and empower learning. History of the eBook This eBook was originally designed in 2016 as a website ("Online Tools for Teaching & Learning") as part of a collaborative class project in Dr. Torrey Trust's EDUC 592A: Online Tools for Learning and Instruction course at the University of Massachusetts Amherst. The goal of this project was to create an online resource that would save teachers time spent finding and evaluating new digital tools and apps for teaching and learning and serve as a model for how teachers can critically evaluate and design authentic learning experiences with digital tools and apps. In 2022, Dr. Trust, with the assistance of Dr. Royce Kimmons, moved the "Online Tools for Teaching and Learning" website to the EdTech Books platform. The EdTech Books platform makes it significantly easier to revise and add new pages, which will allow Dr. Trust to keep the eBook updated, especially as new digital tools and apps are introduced to the educational market and current digital tools and apps make changes to their design, privacy policy, and other aspects. New Tool Pages Every year, when the EDUC 592A/EDUC 692D/EDUC 390D course runs, students design additional pages to be considered for inclusion in this digital resource. Only the highest quality pages that showcase a truly critical in-depth review of the tool or app are selected. 2022 New Tool Pages AllSides - Media literacy tool. Biblionasium - community-centered tool for reading books. Brush Ninja - GIF animation tool. Code.org - Computer coding tool. Coggle - mindmapping tool. DocsTeach - educational tool by the National Archives. Duolingo - language learning tool. Flippity - Assessment and design tool. GoNoodle - Video-based brain breaks. LabXchange - Online science classroom. Microsoft Teams - Communication platform. Mentimeter - Polling/quiz tool. Mote - Audio feedback tool. Nearpod - Formative assessment tool. Photopea - Graphic design tool. Pixlr - Image editing tool. Prodigy - Math learning tool. Showme - interactive whiteboard with screen recorder. Slido - Polling/quiz tool. Soundtrap - Audio editing tool. TalkingPoints - Parent-Teacher messanging tool. The Library of Congress Labs - Interactive platform for exploring the Library of Congress resources. Timelinely - Video annotation tool. YoTeach - Backchannel classroom chat tool. Zoom - Communication platform. 2022 Tool Reviewers: Alison McMahon, Ana Shantz, Anna Hellyar, Blaine Wiley, Brenna Jorgensen, Clare Simpson, Dante Sequeira, Emily Gardner, Erik Viggh, Gabriela Rodriguez Lopez, Gianna Godek, Hannah Condon, Hannah Sweeney, Hannah Walz, Hayley Gilmer, Isabella Reader, Isabelle Scott, Jillian Dorney, Jillian Reilly, Josephine Beckett, Kelly Costello, Krista DiCunzolo, Leslie Charles, Makayla Bumpus, Michael Lee, Natalie Pham, Olivia Dussault, Reagan DuPree, Samantha Donovan, Sarah Pingeton, Sultan Bin Tuwaym, Tom Yuan, & Tori Crockett. 2022 Tool Page Designers: Joanne Patalano, Chenyang Xu, & Trevor Takayama. 2021 New Tool Pages Blooket – quiz and game tool. Class Dojo – parent/teacher communication, classroom management, and community building tool. Google Arts and Culture – tool for applying BIG data to art exploration. iCivics – interactive games centered around U.S. government and the rights and responsibilities of U.S. citizens. IdeaBoardz – sticky note virtual bulletin board. Jamboard – whiteboard tool as a set of slides. Minecraft Education Edition – content-based exploration of Minecraft virtual worlds. Pear Deck – interactive, real-time or asynchronous assessment tool. Storyjumper – tool for designing children’s books. The Smithsonian Learning Lab – Interactive tool for exploring artifacts from the Smithsonian’s 19 museums, 9 research centers, and zoo. 2021 Tool Reviewers: Caroline Gabriel, Sara Shea, Chunyu Liu, Kerri Johnson, Kelly Marshall, Joelle Perez-Howlett, Hunter Proulx, Kenneth Mondschein, Earnest Thomas, Miranda Jurras, Madiha Noor, Bridget Lombardi, Courtney Masse, Connor Power, Erin Diskin, Madeline Hill, Joanne Patalano, Sam Torres, Jessica Shay, Allyson Danielson, Sarah Cataldo, Anam Shah, Linda McCarthy, Samantha Scripture, & Jennifer Comiskey. 2021 Tool Page Designer: Nathaniel Woodruff. 2020 New Tool Pages EDUC 390D/692D students in spring 2020 developed 16 new pages featuring a variety of tools to enrich teaching and learning: Anchor – podcast creation and hosting tool. Basecamp – project management/teamwork platform. Floop – tool for providing digital feedback directly on students’ work (e.g., printed worksheets, photos). Genial.ly – graphic design tool. Gimkit – quiz tool. Google Keep – multimodal note-taking, organization, and list-making tool. Goosechase – tool for creating multimodal scavenger hunts. Hypothes.is – social annotation tool. Knight Lab Storytelling Tools – digital storytelling and information exploration tools. Loom – screen recording tool. Lumen5 – video-making tool (turn text into videos). Microsoft Immersive Reader – accessibility tool for reading. Netboard.me – digital curation tool. Twine – interactive storytelling tool. VidReader – tool for creating interactive transcripts from YouTube videos. Wolfram|Alpha – knowledge computation tool. 2020 Tool Reviewers: Paige Alves, Aviahna Austin, Michelle Barrett, Ashley Blatt, Matthew Checrallah, Constance Cook, Jeffrey Edelstein, Megan Flaherty, Sai Gattupalli, Madison Hinksmon, Joshua Hirsh, Joseph Ice, Ian Miller, Emma Needham, Elisabeth Ng, Isabella Notarangelo, Mason Peng, Benjamin Schroeder, Jared Shein, Kendra Sleeper, Tyler Volpe-Knock, and Isabelle Wang. 2019 New Tool Pages EDUC 592A students in fall 2018 developed 21 new pages featuring a variety of tools to enrich teaching and learning: Adobe Spark – video, poster, and website design. Audacity – audio production and editing. Book Creator – design multimodal eBooks. CoSpacesEDU – create mixed reality content. Coursera – massive open online course provider. Educreations – interactive whiteboard screen recorder. Flipgrid – video-based discussion forums. Formative – real-time assessment. Google Sites – website design. Google Tour Builder/Creator – virtual reality design. LucidPress – graphic design (brochures, newsletters, magazines). Newsela – differentiated reading levels for the news. Pencil Code – creative programming. Powtoon – animated video design. Remind – text-based messaging. Slack – community tool for project management. Socrative – interactive assessment. Sutori – collaborative multimodal timeline design. Sway (Microsoft) – presentation, newsletter, and document design. Twiddla – real-time, collaborative virtual whiteboard. Wakelet – information curation. 2019 Tool Reviewers: Adrial Lobelo, Jacob Bensco, Ziyun (Carina) Chen, Juliana Denrich, Liam Flaherty, Taylor Hildack, Jessica Kadarisman, Elizabeth Conniff, Brian Ramirez, Dennis Spencer 2016 Tool Reviewers (Original Team) Jeromie Whalen is Technology Educator at Northampton High School in Northampton, MA and Vice President of Board of Directors for Northampton Community Television. Whalen works closely with educational non-profits in his community to enhance student learning through local projects and events. A self-described technophile, Whalen enjoys gadgetry of all types and watching Youtube videos of hamsters eating tiny burritos. www.nhstechnology.org | @nhs_technology Emrah Pektas is pursuing a master’s degree at University of Massachusetts and Learning, Media and Technology is his major. Emrah worked in a primary school as a classroom teacher in Turkey. His will is to become an expert in educational technology, and then to make contributions to the Turkish education system. Tung-Chien Evan Yu is a graduate student in BEM (Bilingual/ESL/Multicultural) program in UMass Amherst. His primary interest is baseball. Taiwan is his country of origin. Taiwanese Food is on his recommendation list. Welcome to Taiwan, let Evan be your best guide. Evan is in charge with his own startup company across Taiwan, Japan as well as China. One more thing. Congrats! Chicago Cubs-Legend 2016! Maria Afzal is a graduate student in Learning media Technologies program at University of Massachusetts . She holds a B.S (Hons) in Computer Science and a Masters in Multimedia Arts and works as Co-Admin Classroom Technologies at University of Massachusetts . She has also worked as a Graphic designer and Multimedia Artist in the past but her enthusiasm for the design and implementation of new technologies for learning environments and educational systems led her into the field of learning technologies. Weiyang Liu is a graduate student studying in Learning, Media and Technology M.Ed. Program at UMass Amherst. She has a M.S. degree in TESOL (Teaching English to Speakers of Other Languages) from University of Rochester and one-year Chinese as Foreign Language teaching experience in Rochester, NY. During her teaching, she made pedagogical connections between Web 2.0 tools and classroom teaching. She is also working as an Educational technology consultant at University of Massachusetts at Amherst, where she helps instructors to best implement technology into the curriculum. Portfolio Charlotte Crane is a high school science teacher currently working on her master’s of education in Learning, Media, and Technology at the University of Massachusetts, Amherst. She is currently researching ways to incorporate technology into inquiry-based instruction and lesson differentiation. Ozkan Yildiz is a master student in Learning, Media, and Technology through College of Education at University of Massachusetts Amherst. I taught five years in Turkey to grade 4-8 students in Turkey, so that I could know that they are so interested in technology. However, teachers also should have much knowledge about technology to integrate it to their classes. Therefore, I want to be technology navy and come to the U.S. After I have my master’s degree, I will pursue my education career in Ph.D to be specialist in the area of educational technology. Ultimately, I will be part of curriculum development process in my country. Portfolio Ximena Vicuna Cubillos, is a Digital Animator from Chile who is currently attending her first year in the Master’s program in Learning Media and Technology at Umass Amherst. She is also working as an Educational technology consultant at University of Massachusetts at Amherst. She loves animation as well as education and she really wants to combine her two passions to create meaningful content for children to improve their learning experiences. Highlight Reel Lian Duan is a middle school teacher who is pursuing a master’s degree in Learning, Technology, and Media in UMASS, Amherst. She is interested in using technology to differentiate and enhance students’ learning in public schools, as well as to transform language immersion education. Gabrielle R. Merchant, Ph.D. is currently a Doctorate of Audiology Candidate at the University of Massachusetts Amherst and previously received her Ph.D. from the Harvard-MIT Speech and Hearing Bioscience and Technology program. Her primary interest is in translational hearing research focusing on auditory mechanics and improving clinical diagnostic tools, with a budding interest in auditory perception, particularly in children. Her ultimate goal is to be an academic audiologist performing translational research while educating future clinicians (with the best ed tech tools available) and seeing patients. Blanca Osorio-Castillo is an ESL Teacher at Crocker Farm Elementary School in Amherst, Massachusetts. She holds a master’s of Education in Curriculum and Teaching from Fitchburg State University. She enjoys writing, as well as creating literacy and technology projects with her students, such as making video and audio books. Blanca is originally from Colombia, and she is the founder and director of Grupo Folklórico Tradiciones, a local dance group that embraces the traditional and folk dances of Latin America. Giselle Gonzalez is a first grade teacher at Pelham Elementary School. She received her master’s degree in Elementary Education from the University of Massachusetts, Amherst Campus. She has been a teacher for 12 years. In her free time, Giselle dances with Grupo Folklorico Tradiciones, a folkloric dance group whose mission is dedicated to preserving, enriching, and promoting the Colombian and Latin American art and culture through theatrical dance performances. Giselle loves animals, she is a proud pet caretaker of a dog, cat, hedgehog, rabbit, guinea pig, bearded dragon, leopard gecko and two Degus! Betsy Vegso is a graduate student in the International Education program at UMass/Amherst. She holds a Master’s degree in Communication from Temple University. Over the last ten years she has lived and worked in Europe, the Middle East, Central Asia, and Southeast Asia as a teacher, volunteer, and staff member with Peace Corps. Previously she worked as mediator in the San Francisco Bay area. Betsy is interested in how technology can be used for distance education and support, particularly for students and teachers in under resourced learning environments. Acknowledgements Special shoutout to my husband, Trevor Takayama, for the countless hours he put in to helping me make this eBook. Contact If you have any questions about this eBook, please contact Dr. Torrey Trust.
This article lists Nearpod as a top-listed tool for teachers-- voted in by students in an education program. There are so many other tools listed in this article that could be beneficial for educators to know.
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