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Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning

Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning
The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0. I discussed this in Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post compares 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. Source: This translates into moving from an education approach driven by essentialism or instructivism to one that is based on constructivism and connectivism. Essentialism is defined as: Like this:

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Bloom's Taxonomy of Learning Domains Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes. The Three Domains of Learning The committee identified three domains of educational activities or learning (Bloom, et al. 1956): 6 Channels Of 21st Century Learning 6 Channels Of 21st Century Learning This post has been updated from a 2013 post by Terry Heick At TeachThought, we constantly wrestle with two big questions: How do people learn, and how can they do it better in a constantly evolving context? In pursuit, the theme of “21st century learning” often surfaces, a popular label that, while perhaps cliche, still seems to be necessary as we iterate learning models, fold in digital media resources, and incorporate constantly changing technology to an already chaotic event (i.e., learning).

Welcome to the Rubric for Online Instruction (ROI) - Rubric for Online Instruction California State University, Chico's first strategic priority is " develop high-quality learning environments both inside and outside the classroom." The Rubric for Online Instruction (ROI) is a tool that can be used to create or evaluate the design of a fully online or blended course. The rubric is designed to answer the question, "What does high-quality online instruction look like?" The ROI can be applied to any course with online elements. Learn Twitter No matter where I am, every time I speak I hear people say, “I wish someone would teach me how to tweet.” Well, I’m hoping this resource will provide some of those folks a place to learn how to leverage this social media tool at their own pace. I must admit, however, I am a complete rookie at delivering online instruction, and am using this course to improve the quality of my instruction. The information below contains everything you need to complete all five modules of this Twitter course designed specifically for teacher and parents new to Twitter.

Talking Digital Literacy with Howard Rheingold Yesterday I attended an event with Howard Rheingold as the keynote speaker. Rheingold is best known for his work at The Well (one of the first virtual communities) and his 2002 book Smartmobs, a forecast of the always-on era. Rheingold talked about Digital Literacy at the University of Utrecht, who organized this event together with the main Dutch platform for media literacy called MediaWijzer. Of course his theories from his latest book, Net Smart, feeded most of the talk and discussion. Rheingold on his book: “Instead of confining my exploration to whether or not Google is making us stupid, Facebook is commoditizing our privacy, or Twitter is chopping our attention into microslices (all good questions), I’ve been asking myself and others how to use social media intelligently, humanely and above all mindfully.

Sep05_article03 Editor’s Note: Instructional design provides many techniques to assist learning. Brain-Based Learning looks at research on neural mechanisms that facilitate the learning process. as a way to optimize performance. Some approaches are already used under other names; others provide leverage to optimize learning. Stephanie A. Clemons Abstract Has Education arrived in the 21st Century yet? This interesting table, comparing 20th and 21st Century learning, was conceived by William Rankin, a well credentialed doctor of Education from ACU, Texas. This graphic, which I found on Educational Technology and Mobile Learning, was originally published on iThinkEd in 2007, where you can read Rankin’s full thoughts that led to his creation of this table. What’s fascinating for me is the fact this was written 7 years ago. It doesn’t date the message. It challenges us as educators to reflect on how far we have actually progressed.

How To Use Social Media In Education (Part 2 of 2) (this is a continuation from yesterday’s article about barriers to using social media in education) The first step towards applying social media into education starts with empowering teachers by giving them freedom to use social media to engage with students and giving them the freedom to come-up with innovative ways of teaching using technology. On the contrary, let’s talk about few practical ways on how many educators apply social media to flip the conventional teaching model and make classroom & home work experience meaningful to for the students. New PD for Deeper Learning Image from Education Plus If we want to implement deeper learning opportunities with our learners, then we will need to have new models of PD that extends beyond the walls of our schools. It is the new models of PD that have the opportunity to get filtered down to the students, and if we can figure out how to do this in brilliant new ways, then I think we will find the keys to implementing new pedagogies in our classrooms and promoting deeper learning with our students. I was a part of a Board-run techhub inquiry this year where I had an opportunity to be a part of a new way of engaging in PD. This model was by far the best PD that I have ever done. It incorporated collaboration across schools, growth mindset, creativity, technology and interdisciplinary thinking.

Teaching with Technology: Tools and Strategies to Improve Student Learning Tools of Engagement for Face-to-Face, Blended and Online Teaching That’s why we created this special report. Teaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways.

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. Constructing Learning Outcomes Learning outcomes explicitly state what we want students to know, understand, or be able to do as a result of completing their chosen course. Learning Outcomes Should : 1) Represent real goals Paul Ramsden suggests that, rather than describing facts or procedures, we should describe concepts that students need to understand as well as relations between those concepts.

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