Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0 Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post seeks to compare the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web. The Internet of today has become a huge picture window and portal into human perceptions, thinking, and behavior. Logically, then, it would seem that schools would follow suit in mimicking what is happening via the Internet to assist children and youth to function, learn, work, and play in a healthy, interactive, and pro-social manner in their societies-at-large. Education 1.0 Most schools are still living within and functioning through an Education 1.0 model. Derek W. Education 1.0 is, like the first generation of the Web, a largely one-way process. Social
MindShift | How we will learn MindShift explores the future of learning in all its dimensions. We examine how learning is being impacted by technology, discoveries about how the brain works, poverty and inequities, social and emotional practices, assessments, digital games, design thinking and music, among many other topics. We look at how learning is evolving in the classroom and beyond.We also revisit old ideas that have come full circle in the era of the over scheduled child, such as unschooling, tinkering, playing in the woods, mindfulness, inquiry-based learning and student motivation. We report on shifts in how educators practice their craft as they apply innovative ideas to help students learn, while meeting the rigorous demands of their standards and curriculum. Contact the us by email.
Badges/Onboarding-Displayer Mozilla Open Badge Infrastructure (OBI) NOTE: For a general introduction to badge displaying with the Mozilla OBI, read on. For more technical documentation, please see our github pages. Background Why Are We Doing This? Learning happens everywhere. Goals Develop badges as a system for alternative accreditation, credentialing, and recognition; Help badges expand beyond siloed environments to be broadly shareable; Truly support earners learning everywhere; Optimize the value of these representations by allowing badges to be remixable and shareable with different audiences; Develop a supporting infrastructure to standardize the process and support each earner; Create an infrastructure that is open and as decentralized as possible to give earners control and support of the entire ecosystem; Provide software and development tools to help organizations implement badging systems. Description The participants in a badging system are characterized using a few broad groups: Tech Specs Badge Earner
The 10 Skills Modern Teachers Must Have The above image is 8.5×11″ so you can print it out. PDF is available here . There’s been a lot of talk about 21st century learners, 21st century teachers, and connected classrooms. There’s a daily influx of new technology into your inbox and your classroom feels woefully behind the times even if you’re flipping your 1:1 iPad classroom that’s already online and part of a MOOC . What are modern teachers to do with all this jargon and techno-babble being thrown at them all day long? Simple. In my experience, I’ve seen teachers attempt to integrate 30 iPads into their classroom by handing them out and then trying to figure out which apps are worth using. In order to do this, you’ll need skills modern teachers must have. 1) Build Your PLN Whether you call it a ‘personal learning network’ or a ‘professional learning network’ is not important. 2) Establish Real Relationships Whether it’s online or offline, the ability to establish real relationships is critical to any modern teacher. 7) Slow Down
Disruptive Technology and How to Compete for the Future inShare364 Disruptive technology is the bearer of tremendous opportunity and equally a harbinger of obsolescence. Technology’s impact on society and business is substantial, if not underestimated. To keep up is a perpetual investment as innovation is constant and it’s only increasing. This is a time to take a step back, recognize where we are and where we need to be, examine our strategies and current initiatives, review our investments and opportunities, and consider new areas for change or new pursuits. The truth is that innovation works for and against us and investing in it with purpose and design is our responsibility. Part of the challenge is knowing when to recognize opportunities. For example, businesses around the world are jumping on Facebook and Twitter as each have demonstrated an ability to disrupt the standard fair in how connected consumers communicate, discover, and share. Disruptive technology requires much more than visibility and activity. 1. 2. 3. 4. 5.
Education and 21st century Competencies Symposium delves on learning THE three-day national symposium titled “Education and 21st century Competencies”, kickstarted at Shangri-La’s Barr al Jissah, praised the country’s efforts in the education arena and hailed the modern techniques used in the dissemination of information to its citizens across the country. This national symposium aims to exchange knowledge and experience with the experts and specialists on the local and international levels in all that would improve the efficiency of the education system in the century. The opening ceremony was presided over by Dr Yahaya bin Mahfoudh al Mantheri, Chairman of the State Council, in the presence of Dr Madeeha bint Ahmad al Shaibaniyah, Minister of Education, and other officials. The event was also attended by a representatives from the educational processes, teachers, supervisors and managers of schools, students, parents, business owners, researchers, business leaders, academics, and members of various curricula.
Four observations on how OER initiatives are modelled | littlebylittlejohn.com Isobel Falconer, Lou McGill, Eleni Boursinou and I have been commissioned by the EC to carry out a SWOT analysis of Open Educational Resource initiatives for adult learning. In 2012 we carried out a scoping of adult learning initiatives using OER. We identified over 150 different initiatives distributed across Europe. In March we invited the leaders of the initiatives to fill in a structured questionnaire. We’re in the early stages of data analysis and plan follow up interviews. Here are four observations: 1 European OER initiatives are based (largely) on the traditional view of instructor using OER as content for teaching 2 Most European OER initiatives rely on government or institutional funding 3. 4 Significant groups of people are not being considered as key users of OER People outside formal structures (eg lifelong learners) were not considered key users of OER, yet learning is critical for this group of people.Another key gap we identified are manual workers.
Why Are Finland's Schools Successful? | People & Places It was the end of term at Kirkkojarvi Comprehensive School in Espoo, a sprawling suburb west of Helsinki, when Kari Louhivuori, a veteran teacher and the school’s principal, decided to try something extreme—by Finnish standards. One of his sixth-grade students, a Kosovo-Albanian boy, had drifted far off the learning grid, resisting his teacher’s best efforts. The school’s team of special educators—including a social worker, a nurse and a psychologist—convinced Louhivuori that laziness was not to blame. So he decided to hold the boy back a year, a measure so rare in Finland it’s practically obsolete. Finland has vastly improved in reading, math and science literacy over the past decade in large part because its teachers are trusted to do whatever it takes to turn young lives around. “I took Besart on that year as my private student,” Louhivuori told me in his office, which boasted a Beatles “Yellow Submarine” poster on the wall and an electric guitar in the closet.
Snabbkurs för Tomas Tobé och andra som inte hunnit sätta sig in i de senaste 20 årens forskning om bedömning i skolan | Skolöverstyrelsen.se Med anledning av diverse politiska utspel om fördelar med mer betyg, prov och läxor och det lättvindiga avfärdandet av kritiken mot dessa utspel, har jag tagit fram en Youtube-kurs för stressade utbildningsdebattörer. Den börjar med Skolverkets material kring värdet av en skola på vetenskaplig grund och beprövad erfarenhet. Därefter följer intervjuer och föreläsningar med några av väldens främsta forskare kring motivation, lärande och bedömning. Flera duktiga lärare och rektorer som riktat kritik mot politikernas betygsiver har lättvindigt avfärdats som betygsmotståndare (t.ex. här). Målet med kursen är att studenten ska kunna uttala sig om betyg och bedömning på ett sett som ligger i fas med forskning om motivation, lärande och bedömning och ett modernt samhälles förväntningar på skolan. 1. Skolverkets filmer om beprövad erfarenhet, vetenskaplig grund och evidens 2. Professor Carol S. Daniel Pink 3.
Toward Systemic Educational Change: Questions from a Complex Systems Perspective www.necsi.edu New England Complex Systems Institute 238 Main Street Suite 319, Cambridge, MA 02142 Phone: 617-547-4100 Fax: 617-661-7711 Jay Lemke & Working Group 3 Collaborators (Part of Planning Documents for a National Initiative on Complex Systems in K-16 Education) I. Introduction: New Problems, New Tools, New Questions Researchers in Education and in Complex Systems Analysis have a unique opportunity to help strengthen the U.S. educational system and bring new tools for thinking to millions of Americans. This Report both highlights the prospects for a complex systems approach to educational change and invites wider participation in the next stages of formulating a research and action agenda. New conceptual approaches to the study of complex systems have been developed in the last two decades by mathematicians, physicists, chemists, biologists, and computer scientists. II. Defining the System Structural Analysis Relationships Among Subsystems and Levels Drivers for Change Modeling Methods
OER – in Deutschland am Bedarf vorbei gedacht? | Damian Duchamps' Blog Setzt man sich mit der Frage auseinander, warum es mit freien Bildungsinhalten (OER) in Deutschland nicht so recht vorangehen möchte, so begegnet man unweigerlich immer wieder der Gegenfrage nach dem Warum. Vielmals wird eine Notwendigkeit für OER an sich angezweifelt. Stellt sich ein Erfolg für OER in Deutschland nur deshalb nicht ein, weil es keinen Platz hat in unserem Bildungssystem? Brauchen wir hier in der Bildungsrepublik Deutschland überhaupt OER? Und falls nun doch, wer braucht es dann, wie soll man es einordnen und welchen Stellenwert soll es haben? Das sind sehr grundlegende Fragen, welche die gesamte Auseinandersetzung um OER in Frage stellen. Braucht Deutschland also OER oder nicht? Eine Antwort ist vielschichtig. Eine Frage des Geldes Wir sind kein armes Land. Beispiele für die vom Geld gesetzten Grenzen im Bildungsalltag kennt jeder, der im System tätig ist. Eine Frage der Rechtmäßigkeit Eine Frage des Angebotes Verbreitung von Bildungsinhalten weltweit Idealismus Gefällt mir: