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ConnectedLearning_report.pdf

ConnectedLearning_report.pdf
Related:  Connected

Educational Technology and Mobile Learning: Connected Learning Explained Are we really taking advantage of this digital information age to enhance the quality of today's education? Are we keeping pace with the fast-changing learning styles of our students? Do we know when, how, and what technology to use in our classrooms ? We are preparing students for jobs that do not exist yet but unfortunately some of us are still using old fashioned techniques. Connected Learning: 'ESSENCE' from DML Research Hub on Vimeo. Mikä Järki? - Järki - Järki Mikä on Järki-lehti? Järki on uusi, kokonaan Internetissä julkaistava aikakauslehti. Järki on yleisaikakauslehti, eikä se keskity mihinkään tiettyihin aiheisiin, vaan syleilee koko maailmaa parhaansa mukaan. Kuinka usein Järki-lehti ilmestyy? Järki-lehti ilmestyy alustavasti kerran kuukaudessa. Onko Järki-lehdellä joku agenda tai poliittinen kanta? Järki keskittyy nimensä mukaisesta katsomaan asioita järjen ja tosiasioiden perusteella. Ketkä Järki-lehteä tekevät? Me innostuneet vapaaehtoiset. Ketkä omistavat Järki-lehteen tuotetun materiaalin? Kukin toimittaja ja avustaja omistaa itse kaiken, mitä häneltä Järki-lehdessä julkaistaan. Kuulostaa hienolta, miten pääsen mukaan! Ota vaikka suoraan yhteyttä osoitteeseen paatoimittaja@jarkilehti.fi, niin katsotaan olisiko meillä toisillemme annettavaa! Kuka julkaisee Järki-lehteä? Järki-lehteä julkaisee Kustannusosakeyhtiö Vapaus.

Which study strategies make the grade? Students everywhere, put down those highlighters and pick up some flashcards! Some of the most popular study strategies -- such as highlighting and even rereading -- don't show much promise for improving student learning, according to a new report published in Psychological Science in the Public Interest, a journal of the Association for Psychological Science. In the report, John Dunlosky of Kent State University and a team of distinguished psychological scientists review the scientific evidence for ten learning techniques commonly used by students. "Schools and parents spend a great deal of money on technology and programs to improve student achievement, even though evidence often isn't available to firmly establish that they work," says Dunlosky. "We wanted to take a comprehensive look at promising strategies now, in order to direct teachers, students and parents to the strategies that are effective, yet underused." So why don't they?

¿Por qué es tan importante la #colaboración? ¿Qué es y cómo funciona? Allá por 2008 escribíamos en ergonomic sobre una charla que Andrew Keen daba en el Oxford Internet Institute. En esos días, Keen ironizaba lo que entonces llamaba: “… las tres “C” que promueve el evangelio de Silicon Valley: colaboración, comunidad y conversación…”. Desde entonces hasta ahora muchos bits han pasado bajo nuestros teclados. Sin embargo, aunque mucho ha ocurrido entre el ’08 y ’13 aún queda bastante por explorar y precisar en cuanto a qué entendemos por colaboración, comunidad y conversación. En conversación con un alumni de Outliers School surgió la idea de pensar en un simple pero inclusivo diagrama cartesiano que interrelacionara las dimensiones de aprendizaje individual, colectivo, formal e informal. Un claro ejemplo de su importancia se observa en la prueba escolar parametrizada de la OCDE (conocida como PISA) que a partir del 2015 comenzará a evaluar: “Collaborative problem solving (computer based)“. 1. 2. 3. 4. [Referencias abajo] * W. ****Himanen, P. (2010).

Which study strategies make the grade? Students everywhere, put down those highlighters and pick up some flashcards! Some of the most popular study strategies -- such as highlighting and even rereading -- don't show much promise for improving student learning, according to a new report published in Psychological Science in the Public Interest, a journal of the Association for Psychological Science. In the report, John Dunlosky of Kent State University and a team of distinguished psychological scientists review the scientific evidence for ten learning techniques commonly used by students. "Schools and parents spend a great deal of money on technology and programs to improve student achievement, even though evidence often isn't available to firmly establish that they work," says Dunlosky. Based on the available evidence, the researchers provide recommendations about the applicability and usefulness of each technique. In contrast, five of the techniques received a low utility rating from the researchers. So why don't they?

Learning 2.0 is Dumb: Use ‘Connected Learning’ Instead Going forward, and as best I can, I’ll use the term ‘Connected Learning’ to describe a knowledge ecosystem made up of formal, informal and social learning behaviours and modalities. It’s about time I (and perhaps you as well) retire the term Learning 2.0. There are a few reasons for this: Therefore, I present to you ‘Connected Learning’ … at least from a modality perspective: If ‘Connected Learning’ is part formal, part informal and part social, there will always be the act of ‘connecting’ one’s self to people, content, systems, networks, etc. during the learning process itself … and it may occur through several mediums. Formal: a self-contained & scheduled learning event, typically but not always tracked, providing a comprehensive and at times logical or sequential approach to a topic. Informal: an opportunity without conventionalism, atypical to formal learning, providing guidance, expertise or acumen on the go. ‘Connected Learning’ leans heavily on Socratic Learning as well:

The Future of Workplace Training Paul Matthews, in a blog post titled, “The future of training is not training,” argues that workplace training needs to be about building capability not delivering courses. He writes: Many people in training seldom stop to think why they are doing the training. The logistics and hassles of keeping the training department running are sufficient to fill up their days and obscure the real purpose. Matthews goes on to say that the future of training is in building the capability of employees to do their jobs more effectively. Sean Murray and I present a similar argument in our book, “The 5As Framework,” except we go further to say that training, as well as any learning intervention in an organization, should contribute to achieving the strategic goals of that organization. Companies today can no longer afford to rely on these isolated events to make a difference, whether a one-day skill-building workshop, or a year-long leadership development institute.

From E-Learning to We-Learning The corporate training industry is undergoing some major changes. Over last few months we have been involved in many discussions with organizations about the tremendous needs to build, manage, and formalize their social and collaborative learning programs. This is being driven by many factors: the slowing economy, the "always-connected" nature of the workforce, and the explosion of social software tools and platforms now available. In many ways, this transition is very similar to the last "big thing" to hit corporate training - the "e-learning" era. I think today's transformation is very similar and we have much we can learn from that history. The History of E-Learning and What We Learned E-learning radically changed the training industry. Today of course as e-learning has matured, there are many forms of online training and education. In addition, the original "concepts" of e-learning have changed. Enter "We-Learning" Now here we are again, in the middle of a whole new era. 1. 2. 3. 4.

Verkkoseminaarissa asiaa vapaaehtoisten osaamisesta | OK-opintokeskus Julkaistu: Perjantaina, 29. Toukokuuta 2015 OK-opintokeskuksen koordinoimassa, kahdeksan EU-maan yhteisessä Volunteering Validation Highway -hankkeessa on opiskeltu sosiaalisen median ja verkon työkalujen käyttöä vapaaehtoistoiminnassa kertyvän osaamisen tunnistamisessa ja tunnustamisessa. Nyt hanke on huipennusvaiheessaan. Päätösseminaarissa 11.6. klo 14 - 16 hankkeen toimijat esittelevät työnsä tuloksia ja avaavat näkökulmia aiheeseen. Tervetuloa oppimiskekkereille! Tapahtuman kotisivu ja verkkolähetys 11.6. klo 14 - 16: www.ok-opintokeskus.fi/en/vvhTwitter-aihetunniste: #vvhproject Lisätiedot: suunnittelija Marion Fields, marion.fields[at]ok-opintokeskus.fi, puh. 040 350 4500koulutussuunnittelija Hanna Alaniska, hanna.alaniska[at]ok-opintokeskus.fi, puh. 050 374 5829lisää tietoa VVH-hankkeesta OK-opintokeskuksen verkkosivuilla Volunteering Validation Highway on oppimiskumppanuushanke, joka on saanut rahoitusta Euroopan komission elinikäisen oppimisen Grundtvig-ohjelmasta.

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.

Educators: Embrace Social Media What is up with teacher development and the fear of social media? So many educators are soaring into the next advent of learning, while others continue to lecture and talk at the kids, avoiding the digital tools that are so readily available. Yesterday, in a passing conversation discussing sharing of great resources, I asked a colleague if they knew what a PLN is? ”Huh?” she said. “A P L what?” My world has become immersed in Twitter; I find it to be one of the single most important tools in my own daily professional development. I’d like to mention some of my educationally revered friends and give them a little plug since they have helped me grow. Now, don’t get me wrong… my friends on Twitter are more like colleagues. 25 Ways To Get The Most Out Of Twitter by Jeff Dunn (just posted yesterday so we must have had some mental telepathy going on.) the founder of Edudemic, states that, Twitter may very well be the single most important tool for teachers right now. Here’s what I think:

Educators as Social Networked Learners This fall, I am getting the opportunity to design and teach a graduate course for Boise State University’s Education Technology Program entitled, Social Networked Learning. The majority of students in the program are K-12 in-service teachers who are seeking ways to enhance their teaching with integrated and emerging technologies. Course Description This course explores collaborative and emergent pedagogies, tools, and theory related to the use of social networks in learning environments. The ideas, content, and exercises presented in this course are driven by two basic tenets: We are living, learning, and educating in an information-rich (Shirky), connected (Siemens), creative (Florida), participatory (Jenkins) culture.This culture is seeing growth, development, and evolution of information and technology as never seen before in the history of humankind. Learning Goals Course Modules Course Assignments Assignment

Are We in an An Age of Collective Learning? | Rotana Ty This is a guest post by Rotana Ty from Paris, France, who curates on the subject of “exploring learning” on Permamarks. Are We in an Age of Collective Learning? Recently, after reading a great post from Gianpiero Petriglieri offering a different view on MOOCs, here is what I tweeted: Education is not just about skills, concepts, knowledge as commodity. Also about ties/citizenship. So, if education is also about relationships and citizenship, how do we harness new learning curves? How do we go with learning flows? Learning flows are already everywhere. We are moving away from the model in which learning is organized around stable, usually hierarchical institutions (schools, colleges, universities) that, for better and worse, have served as the main gateways to education and social mobility. If you want to go deeper you might be interested in diving into the research of the Institute For The Future: “From Educational Institutions to Learning Flow. [photo courtesy of Trisha Brink Design]

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