Mobile Apps Will Pass - History Will Repeat Itself Over the past few years the big sexy conversation at conferences has slowly morphed from social media to mobile. It is partially because social media is better understood now but it’s also because mobile is the shiny new toy that everyone is trying to figure out. We have seen incredible inroads that mobile traffic is making up a larger and larger portion of web traffic. With recent data suggesting that the average user has well over 50 apps installed on their smartphone it is a great time to be an app developer. About a month ago I was at the OmniUpdate user conference on a panel talking about mobile and its adoption. History Repeats Itself Think back to the beginning of this decade around the time of the .com stock bubble. The point is what happened next? Think about what is happening right now… IT IS THE SAME THING! If you go back past into last century we didn’t download even software. Taking Two Steps Forward The content of this post is licensed: About the author
Five Best Practices for the Flipped Classroom Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped-classroom model, or how it will "solve" many of the problems of education. It doesn't solve anything. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It also creates the opportunity for differentiated roles to meet the needs of students through a variety of instructional activities. 1) Need to Know How are you creating a need to know the content that is recorded? 2) Engaging Models One of the best way to create the "need to know" is to use a pedagogical model that demands this. 3) Technology What technology do you have to support the flipped classroom? 4) Reflection Every time you have students watch a video, just like you would with any instructional activity, you must build in reflective activities to have students think about what they learned, how it will help them, its relevance, and more. 5) Time and Place
Researchers develop ‘smart’ touch-responsive internet-enabled newspaper My European speaking tour (ending today) has had two primary themes: crowdsourcing and the future of corporate IT. However at a couple of points, notably a guest lecture to Moscow’s Higher School of Economics’ School of Journalism, I have delved into the future of media. As always, my well-known Newspaper Extinction Timeline has come up as a hot topic of discussion. One of things I always have to point out is that we should not be comparing newspapers with the tablets of today when we think about the choices people will make in how they access news. Tablets similar to those of today will be given away for free and digital paper which has all the qualities of today’s paper plus the advantages of digital at a low cost will be the alternative. The e-ink initiatives have some way to go, however it seems there are other paths to this outcome, as shown in this video. In a post on BBC College of Journalism website Paul Egglestone of University of Lancashire’s school of journalism writes:
De la sociedad 1.0 a la sociedad 3.0: ¿escuelas 1.0 para formar estudiantes 3.0 La constante globalización está permitiendo que el conocimiento se distribuya horizontalmente en ámbitos que hasta ahora permanecían incomunicados, creando relaciones heterárquicas y proporcionando la posibilidad de que el conocimiento sea aplicado en contextos innovadores. En el ámbito del aprendizaje, esto significa que todos nos convertimos en coaprendices y también en coeducadores, como resultado de la construcción y aplicación colectiva de nuevos conocimientos. En este contexto, los estudiantes de la sociedad 3.0 tendrían que poder aprender, trabajar, jugar y compartir en prácticamente cualquier contexto. Sin embargo, desde el punto de vista de John Moravec, son pocos los indicios existentes que permitan afirmar que la educación está evolucionando hacia el paradigma 3.0. Moravec afirma que el cambio social y tecnológico acelerado tiene un impacto enorme en la educación. ¿Hay indicios de que la educación de hoy avanza hacia el paradigma 3.0? John W. Aníbal de la Torre @anibaldelatorre
Mobile Learning Likely to ‘Gamify’ - But Not Systematically Making m-learning inside companies more fun helps employees acquire knowledge. But a number of technical and practical difficulties are hindering more widespread take-up of this approach. Even though people are talking about it more and more, learning via a mobile device has not yet become commonplace within companies. In order to push both deployment and efficiency, we need to ‘gamify’ the process, thinks Olivier Lamirault, Head of Ingenium, who was to be found at the Campus européen d'été 2011(European Summer Campus 2011) at the Cité des Savoirs event in Poitiers. According to Mr Lamirault, giving staff a gaming tool for training and learning makes it easier for them. He also stresses that “given the forecast increase in the smartphone and tablet market (half the world’s population will have a smartphone by 2015), m-learning offers huge opportunities”, such as Augmented Reality, games in 3D or online, etc, adding: “All these technologies can be used within the m-learning process.”
Las netbooks, los docentes y el aula - 06.05.2012 - lanacion.com Según el informe del Observatorio de la Educación Básica Argentina -ya comentado aquí a propósito de otros temas-, las computadoras personales del programa Conectar Igualdad que vienen distribuyéndose entre alumnos y maestros casi no se usan en el aula. De alguna manera, esta noticia era de esperarse. En primer lugar, porque para muchos de los que las recibieron era la primera vez que poseían una computadora para su uso personal; es lógico entonces pensar que el 91 por ciento de los docentes de las escuelas primarias haya decidido utilizarlas primero en su casa. Del resto, solo el 5% lo hace en clase, sí, pero mensualmente, y el 7%, cada quince días. La escuela y la PC han establecido hasta ahora -y esto no ocurre sólo en la Argentina- una relación compleja, lo cual ha sido reflejado desde estas columnas cuando se comentó el último informe PISA, que incluyó por primera vez datos sobre tecnologías digitales y resultados de aprendizaje.
The iPad and the academy Tara Brabazon identifies 10 scholarly uses for Apple’s latest gadget, and the new ways of reading, writing, watching and thinking that the platform supports Among his 10 rules for successful design, Dieter Rams, the German industrial designer, listed usefulness as a key attribute. Other characteristics included consistency, simplicity, honesty, understandability, unobtrusiveness and innovation. In Gary Hustwit’s Objectified (2009), a feature-length documentary about society’s complex relationship with manufactured objects, Rams anointed Apple as the corporation that best perpetuated his legacy. Rams made these comments before the release of the iPad. This product has divided critics, raising questions about its purpose. However, below I explore some specific functions that academics may extract from the iPad. Photographic-led research One feature that drew me to the iPad – and makes it distinctive from laptops, netbooks and the iPhone – is its presentation of photographs. iPad books
Aulas Abiertas- BA 10 Ways That Mobile Learning Will Revolutionize Education Smartphones and tablet computers are radically transforming how we access our shared knowledge sources by keeping us constantly connected to near-infinite volumes of raw data and information. We enjoy unprecedented instant access to expertise, from informal cooking lessons on YouTube to online university courses. Every day people around the globe are absorbed in exciting new forms of learning, and yet traditional schools and university systems are still struggling to leverage the many opportunities for innovation in this area. Recently frog has been researching how learning models are evolving—and how they can be improved—via the influence of mobile technologies. We’ve found that the education industry needs new models and fresh frameworks to avoid losing touch with the radically evolving needs of its many current and potential new constituencies. We have been focusing on the concept of mLearning—where "m" usually stands for "mobile" but also just as easily for "me." 1. 2. 3. 4. 5. 6.
- e-Literate A while back, I had the privilege of being the keynote speaker at the NERCOMP LMS Unconference. I had never attended an unconference before, nevermind keynoting one, and I found the prospect to be fascinating and exciting. And nerve-wracking. The approach I tried seemed to work, judging by the feedback I got from the attendees and, to a lesser degree, by the influence of the presentation that I was able to observe on the rest of the unconference. A Word About Unconferences Let me start with my own observations about the role of the unconference in the wider world of conferences. Some folks are attracted to the unconference format because they are allergic to the “sage on the stage” syndrome and have a commitment to democratize the conversation. That said, a lot of conferences aren’t primarily about presenting original research. In an unconference, you get to harness the collective knowledge of the participants. Priming the Pump Notice that the task here involves no writing.
Noste si vlastní přístroje! Text článku: Jsou firmy, které kvůli snazší kontrole a vyšší bezpečnosti dat trvají na tom, aby jejich zaměstnanci používali pouze služební technologie, které jsou spravovány podnikovými IT administrátory. Podobný tradiční přístup lze nejsnáze realizovat v podmínkách lokální sítě, tj. u zaměstnanců sedících v kanceláři, pracujících na stolních počítačích a dodržujících pevnou pracovní dobu. Situace ve školství je nápadně podobná. Přístup, který se momentálně prosazuje třeba právě u nás, patří k nejsnadnějším a nejlevnějším. Asi bych neměl zapomenout, že teoreticky může existovat ještě jeden model využití technologií ve vzdělávání. Podle posledních údajů Českého statistického úřadu jsou dnes u nás (a nejen u nás) již vlastně všichni mladí lidé uživateli mobilů i internetu (viz Využívání vybraných ICT jednotlivci). První a největší námitkou proti implementaci modelů výuky postavené na využití vlastních mobilních technologií je obtížnost zajištění stejných podmínek pro všechny žáky.
Knowmads in Society 3.0 Remember nomads? In the pre-industrial age, nomads were people that moved with their livelihood (usually animal herding) instead of settling at a single location. Industrialization forced the settlement of many nomadic peoples… …but, something new is emerging in the 21st century: Knowmads. A knowmad is what I term a nomadic knowledge worker –that is, a creative, imaginative, and innovative person who can work with almost anybody, anytime, and anywhere. The coffee shop has become the workplace of choice for many knowmads. The remixing of places and social relationships is also impacting education. Who are these knowmads in Society 3.0? (To find out, click on the picture) Are you a knowmad?
Mobile learning in developing countries in 2012: What's Happening? | A World Bank Blog on ICT use in Education In recent chats with officials from [an un-named country], I learned of the desire of educational policymakers there to leap frog e-learning through m-learning. This made an impression on me -- and not only because it succinctly was able to encapsulate four educational technology buzzwords within a five-word "vision statement". In many ways, this encounter helped confirm my belief that a long-anticipated new era of hype is now upon us, taking firm root in the place where the educational technology and international donor communities meet, with "m-" replacing "e-" at the start of discussions of the use of educational technologies. My 'evidence' in support of this observation is admittedly anecdotal (and personal), and, contrary to standard operating procedure here at the World Bank, not gathered in any sort of rigorous way. So the topic is generating increasing heat in many quarters ... is there any accompanying illumination to help guide us in our related decisions? Some final comments:
Flipped Classroom A New Learning Revolution There has been a growing buzz around a recently coined phrase " Flipped Classroom". This term starts to take root in education as more and more educators are discovering it. So what is this all about and what are its advantages in learning and teaching? Flipped Classroom is an inverted method of instruction where teaching and learning take place online outside of the class while homework is done in the classroom. Flipped Classroom shifts the learning responsibility and ownership from the teacher's hands into the students'. Flipped Classroom depends a lot on educational technology and web 2.0 tools such as podcasting and screencasting applications. "In most Flipped Classrooms, there is an active and intentional transfer of some of the information delivery to outside of the classroom with the goal of freeing up time to make better use of the face-to-face interaction in school. A direct and concrete example of Flipped Classroom concept is the popular Khan Academy.