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Using Social Media In The Classroom For Real-World Learning

Using Social Media In The Classroom For Real-World Learning
Engaging Students Through Social Media by Rob James first appeared on gettingsmart.com; Using Social Media In The Classroom For Real-World Learning Social media has become an essential part of most people’s everyday lives, from checking Facebook and Twitter to posting blogs, Pinterest listings, and uploading YouTube videos. However, and with smartphones making it easier than ever to spend time on social media networks, in what ways can these networks be leveraged to engage and build a foundation for future student learning? While the potential of distraction is there, the right social media teaching strategies can lead to creative learning, and a productive approach to making social media part of ongoing professional development. For students, social networks arguably provide a mix of creative expression and group work through tasks like contributing to a blog, designing websites, uploading video presentations, and creating Facebook pages for class projects. References and Further Reading

Faciliter le travail étudiant avec Pearltrees Recherche documentaire, travail à distance, Internet est vite indispensable et regorge d’outils, parfois peu connus, qui peuvent faciliter le travail étudiant. Il vous est déjà arrivé de perdre un lien, de vous lancer dans une recherche documentaire et de vous perdre dans les onglets ? En 2009 Patrice Lamothe lance Pearltrees et réactualise le vieux système des favoris. Gratuit, il est en outre facile à apprivoiser. L'inscription peut se faire via les réseaux sociaux. N'importe quel internaute peut organiser des liens, notes ou même photos comme il le souhaite. «Je l'utilise assez régulièrement, surtout pour être certain de ne pas perdre telle ou telle page internet, pour m'assurer que mes pages favorites restent en sécurité.» confie Romain, étudiant. Un outil collaboratif L'outil facilite également le travail en groupe, une fois un «arbre» créé, il est possible d'inviter n'importe quelle personne à le compléter. L'inscription est simple et peut se faire via les réseaux sociaux.

Kohti oppimislähtöistä koulutusta Viime aikoina on bloggaajien keskuudessa puhuttu paljon koulun muutoksen tarpeesta. Enää ei pitäisi keskittyä yksittäisten opettamisen mallien soveltamiseen sellaisinaan, vaan oppimisen kehittämistä tulisi tarkastella laajemmin kokonaisvaltaisena ideologiana. Yhteiskunta ja etenkin toiminta työelämässä on muuttumassa yhä kompleksimmaksi. Tähän kompleksiuteen ja toisaalta yhä vaikeammin ennakoitavaan tulevaisuuten ei kyetä välttämättä vastaamaan nykyisen kaltaisella järjestelmällä, joka kyllä tukee hyvin sitä yhteiskuntamallia, jota varten se on joskus suunniteltu. Suomessa on hyviä opettajia, joista monet jo pyrkivätkin tukemaan todellista oppimista, vallitsevaa opetus- ja opiskelukulttuuria vastaan luovien. Vaaditaan kuitenkin melko radikaaleja toimenpiteitä, jotta muutos vastaisi tulevaisuuden tarpeisiin. Koulun perimmäinen tavoite on kasvattaa taitavia oppijoita, eli tukea oppimaan oppimista. Oppiminen on sosiaalista toimintaa. Arviointi ohjaa vahvasti oppimista.

How Teachers Are Using Social Media Right Now How Teachers Can Best Use Education Technology 4.66K Views 0 Likes Edtech isn't the final solution for education's problems. It's a powerful addition to classrooms though, so it's time to ask: what is the point of education technology? The Current State Of Technology In K-12 7.30K Views 0 Likes What is the next device most students will soon purchase? Educational Networking: The Important Role Web 2.0 Will Play in Education Introduction 1. Students learn isolated skills and knowledge, starting with the simple building blocks of a particular topic and then building to more complex ideas. While this appeals to common sense (think of the efficiency of a automobile assembly line), the problem with this approach is the removal of any context to the learning, making deep understanding of the content less likely. Perkins calls this approach elementitis, where learning is structured exclusively around disconnected skills and fragmented pieces of information. 2. Students learn about a particular topic. The solution that Perkins offers to the typical classroom experience is what he calls learning by wholes, structuring learning around opportunities to experience or engage in the topic as it would exist outside of school. An example of ‘learning by wholes’ can be found in my own Cigar Box Project, a year-long, grade 7 study where students explored 5 themes in Canadian history. Inquiry as “Play” Moving From Theory to Practice

Ten tips for using social media in school communications By Nora Carr, APR, Fellow PRSA Read more by June 15th, 2011 A few tips can help educators tackle social media. With social media networks ubiquitous in American life, it’s time to shift the debate from whether it’s a good idea for educators to use this new medium to how to use it wisely and well. Here are 10 tips to help get you started in social media for school communications. 1. To quote a well-known advertising campaign, “Get out there.” 2. Find out if your school or district has any policies or guidelines regarding employee use of social media. 3.

Paras tapa oppia yksilöllisesti: PLE | Sometek - oppiminen ja työ 2.0 Verkko-opiskelun keskeinen lupaus on yksilöllisyyden lisääntyminen. Siihen kuuluvat mm. henkilökohtaiset oppimispolut, opiskelu omaan tahtiin ja itse valituilla välineillä. Kaikkein aidoimmillaan yksilöllisyys toteutuu henkilökohtaisissa oppimisympäristöissä (PLE = Personal Learning Environment) ja -oppimisverkostoissa (PLN = Personal Learning Network). Tässä artikkelissa pureudun ensin mainittuun. Standardoidun opetuksen loppu Personalized Learning Foundation on yksi yksilöllisen oppimisen äänitorvi. Tuotantolinja vai räätälöity oppimiskokemus? Sellainen standardisoitu ja tehdasmaiseksikin luonnehdittu opetus, jossa kaikki oppijat saavat samat materiaalit, vastaavat samoihin kysymyksiin, ja suljetaan samaan tilaan asiantuntijaopettajan hallinnoimaa tietoa pänttäämään, on tullut tiensä päähän. 1900 -luvulla tällainen ”tuotantolinja” saattoi vielä toimia, mutta nykyisen työelämän haasteisiin se ei enää valmista. Knowmad luo oman polkunsa Mikä ihmeen PLE? PLE vs LMS Tekemisen meininkiä!

Connect the Learning to Their World #30GoalsEdu Posted by Shelly Terrell on Monday, December 17th 2012 Goal 25: Connect the Learning to Their World of The 30 Goals Challenge for Educators! Click the link to find out more about the 30 Goals Challenge for Educators! “When you teach a child something you take away forever his chance of discovering it for himself.” ~ Jean Piaget One of my first teaching internships was at a hands-on science museum. There are various ways I could have taught these difficult concepts. Goal Short-term- Take one lesson that is primarily taught using the textbook or by lecturing and have your students instead do tasks in which they connect the learning to their real-world experiences. Long-term- Throughout the year, begin to find more ways of getting your students to participate in real-world learning. Resources The following resources will help you find and create hands-on lesson plans. Important News Challenge: Help your students connect their learning to their real world experiences.

Social Media and Teaching I had the opportunity to attend a session last week, hosted by Pearson, on how higher ed faculty use social media. Much of the content was quite interesting. You can download the full research report here. Quite a bit of survey data was presented on the survey with 3,875 respondents, including that 34% of faculty use social media – blogs, wikis, podcasts, Facebook, LinkedIn and Twitter – in their teaching. The piece of information that caught my eye, though, was on what instructors consider the biggest barriers to using social media: The second and third items on the list – concerns about privacy and separate course and personal accounts – impress me as nontrivial. How do you use social media in your professional life, whether in teaching, marketing, or other ways, and how do you guard against the unintended consequences of these public communications?

Cómo hacer in vídeo interactivo en Youtube Youtube nos permite hacer un vídeo interactivo que nos permite enlazarlo conOtro vídeoUn canal de youtubeUna página o perfil de youtubeSuscribirse a nuestro canalRecaudar fondos para una causaAl elegirenlazar a un vídeo simplementeconstruir una historia interactiva en la que el espectador va eligiendo posibles desenlacesque los alumnos construyan una historia con desenlaces alternativos o cualquier otra cuestión que nuestra imaginación nos sugieraEs sencillo. Veamos los pasos. 0. 0. 1. 2. 3. Bocadillo. 4. 5. 6. 7. 8. 9. Otro vídeoUn canal de youtubeUna página o perfil de youtubeSuscribirse a nuestro canalRecaudar fondos para una causa10. A partir del segundo 21 puedes picar el enlace A continuación, podemos ver otro ejemplo de aplicación realizado por @juanmemol

Children learning by themselves and progressive inquiry A couple of weeks ago — actually it was the May Day — I gave a talk in a conference in Ankara Turkey. Here are the slides from my talk: One reason to accept the invitation (in Finland the May Day is an important festival of academia) was, that among the invited speakers there was Professor Sugata Mitra. I consider Sugata Mitra to be one of the most important researcher in my field. To get an idea of his work you may check the lecture he gave in Google, just two weeks after the Ankara conference: Sugata Mitra’s main argument — as I see it — is, that children learn many things when involved in to study things in small groups in front of a computer with an Internet connection. Mitra has made a considerable amount of empirical research to prove his argument. When doing the experiments Mitra is giving students an assignment. Another Mitra’s interesting insight is that children learn even better if they have a “granny figure” supporting them.

Why Students Like Social Media But Schools Don't Social media is here to stay. Students love it. Teachers love it. But there’s a disconnect in there somewhere. According to a report from ASCD , students are eager to use the latest social media in order to communicate, collaborate, and enhance their learning. The below infographic details some of the biggest details from the report and shows what we already know: students and teachers like social media but administrators are concerned (for now).

Connected Learning: The Power Of Social Learning Models DML (a “Digital Media and Learning” project), believes in the “the power of participation.” And they’ve created a learning model overview to prove it. We recently published our Inside-Out Learning model, an attempt to return the learning to the families, organizations, and communities authentic to the learner. DML’s model is similar in philosophy, underscoring the role of interdependence. Called Connected Learning, the model is a response to changing face of culture as it relates to social and digital media. Connected Learning “is an answer to three key shifts as society evolves from the industrial age of the 20th century and its one-size-fits-all factory approach to educating youth to a 21st century networked society.” 1) A shift from education to learning. 2) A shift from consumption of information to participatory learning. 3) A shift from institutions to networks.

Effective Digital Learning I was asked yesterday what I considered to be the four components of effective digital learning. (Why four? The person who asked me wanted four, there may be more but this is the parameters I was given.) The question intrigued me. The focus was a little bit to do with tools to use for learning, but also pedagogy was an underlying core. So I have pared down my four core elements, but I have embedded these in a number of underlying assumptions. The underlying assumptions are core values and processes that enable Digital learning to flourish. A relevant and contextual curriculumAssessment that is both challenging and transparent (since this lies in a relevant and contextual curriculum, it is also by definition relevant and contextual)An emphasis of higher order thinking skills (analysis and evaluation – creativity is a core aspect of Digital learning)Valuing student voice and providing the students with ownership of their learning and assessment. Have I missed something out?

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