How Several eLearning Platforms Are Bolstering Social Learning In this article I will discuss how several electronic and online platforms can be used for social learning. Albeit social and eLearning are not interdependent, a nexus between them exists. Social learning theory borrowed many elements from the coeval behavioral theories, such as the learner observing the instructor's behavior and its consequences, and that influences his receptivity to the instructions delivered. eLearning, on the other hand, explores the potential of electronic and online platforms for learning; the nexus between the two points at behaviors across several media platforms and the learning prospect they consist of. Electronic Platform It is resourceful if you want to become an eLearning pro. When watching a reality show on the television, a viewer: Observes the difficulty level.Observes how the challengers handle it.Observes how one challenger’s approach is different from the others. Such observations help him learn in the following ways: The Shortcomings: Online Platforms 1.
Free Apps to Capture, Create and Connect to the Common Core In the Digital Classroom, teachers have many opportunities to design flexible and engaging student-driven learning experiences that allow them to create. Adopting this style of teaching and learning can be overwhelming, especially when being expected to embrace new technology and also implement the Common Core Standards at the same time. After all, there are many individual CCSS standards to address and there are also a ton of apps to try. Here is some helpful advice and a few suggested apps to help teachers embrace the changing classroom climate. Use Script Writing The Common Core is filled with writing, speaking and listening standards that can be incorporated into learning experiences that provide students with opportunities to create. Use Popplet + Common Core Mastery Connect Creativity Apps ThingLink Mobile ThingLink Mobile is an app that allows users to create and share multimedia rich interactive images in a flash. Pixntell Educreations ShowMe Publishing and Sharing Final Thoughts
5 Critical Mistakes Schools Make With iPads (And How To Correct Them) Over the last few years K-12 schools and districts across the country have been investing heavily in iPads for classroom use . EdTechTeacher has been leading iPad professional development at many of these schools and we’ve seen firsthand how they approach iPad integration. While we’ve witnessed many effective approaches to incorporating iPads successfully in the classroom, we’re struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We’re sharing these common challenges with you, so your school doesn’t have to make them. 1) Focusing on content apps The most common mistake teachers make with iPads is focusing on subject-specific apps. It simply didn’t occur to him use the VoiceThread app to record his students speaking Latin, or perhaps create a collaborative discussion of Cicero. And we don’t introduce a single subject app. 2) Lack of Teacher Preparation in Classroom Management of iPads It doesn’t.
edutopia I'll admit I'm a bit biased here since I'm a filmmaker by trade, but I truly believe the process of planning and making videos can offer tremendous learning opportunities for students of almost any age. Not only is the idea of telling stories with video really engaging for many kids, filmmaking is ripe with opportunities to connect to almost every academic subject area. As the technology to shoot and edit films becomes more ubiquitous, where is a teacher with no experience in video production to begin? Video Playlist: Student Filmmaking 101 Watch the player below to see the whole playlist, or view it on YouTube. 10 Tips for Beginner Filmmakers (10:37) Young filmmaker Simon Cade's channel, DSLRGuide, is one of the most popular for filmmaking tutorials. More Resources on Student Filmmaking As you can see, there are so many things to learn when it comes to basic filmmaking, and there are countless resources available to help get you started.
Ramblings from the digital classroom: Behind every good lesson... part 2 - HOTS As this post explains, when I am preparing lessons the first and most important factor that guides my planning is pedagogy. This is true even though I am a true fan of embedding technology into my practice. Technology is never the driver or the star, it is a vehicle. In this post you can see how I have sown the foundations to a new topic and my students have a solid vocabulary base on which to build. I am now at the point in my planning when I want my students to use this new language and also combine it with previous knowledge to create new work that demonstrates their progress. In the first instance I may still turn to taskmagic so students can complete some gap-fill exercises that provide them with model answers (or I may do this with my trusty interactive whiteboard where there are opportunities to be a little more creative). As students prepare their written work or presentations the chance to collaborate with each other via Google Classroom should not be ignored.
39 Apps to Promote Student Creativity from edshelf by edshelf: Reviews & recommendations of tools for education It is always such a pleasure to see student creativity. To watch their creative muscles grow and see their fantastic imaginations blossom into works of art. Technology is a great medium through which students can craft their wonders. Here is a recommended collection of creative iPad and iPhone apps from Glenda Stewart-Smith of Surrey School District #36 in Canada. What apps would you recommend to foster creativity in students? 39 Apps to Promote Student Creativity from edshelf
L'École numérique » Créer des jeux vidéo en classe : des outils simples d’accès La création simple de jeux vidéo On associe généralement la création de jeux vidéo à des équipes constituées de centaines de professionnels dotés de solides compétences en programmation informatique et en création d’images de synthèse. Travaillant de 12 à 18 mois d’affilée sur un seul titre, ils réalisent des jeux vidéo à la pointe de la technologie qui seront ensuite commercialisés auprès du grand public. Si cette description correspond bien à la « création de jeux vidéo », il ne s’agit cependant que de la vision industrielle de cette activité. Créer des jeux vidéo en contexte pédagogique ? Si des outils rendent possible la création de jeux vidéo à l’école, on peut se demander quel serait l’intérêt pédagogique d’une telle activité. Écrire pour créer : la fiction interactive (Logiciels similaires à Quandary) NoveltyPermet d’écrire des histoires interactives à grand renfort d’images de style manga. La création de jeux vidéo avec graphismes 2D (Logiciels similaires à The Games Factory 2)
[INFOGRAPHIC] The M-Learning Movement Click here for the full infographic M-Learning is a term used to describe the idea of using portable, electronic devices as a tool for learning. Mobile devices are everywhere, it is said that around 6 billion people have access to a connected mobile device across the globe and for every one person that accesses the Internet from a PC there are two people who access it from a mobile device. M-Learning is a way to develop learning, utilizing the evolution in technology to create a more dynamic experience. Benefits of M-Learning With many people still slightly skeptical about M-Learning it is important to highlight the benefits to see if it is right for your organisation. Flexibility The main benefit of M-Learning is flexibility. Control for the Learner This also leads to the benefit in which M-Learning helps to put the control into the learner’s hands, enabling them to decide when they want to learn. Personalized Accessible More Rewarding Learning
Creative ICT: Downloading YouTube videos to mac/ iPad Since Apple have put a stop to downloading YouTube videos to iPad using the iCab Mobile app Ive started to use this workaround. In my lessons we use YouTube videos as much as possible for making the news, voice-overs for adverts, weather forecasting, exploration, science transcripts and much more. Great for speaking & listening, working on script writing and performance. I now use MacTubes on my Mac to download the video as an mp4. In the YouTube search box enter the URL of the video you want to download. My next step is to send this to my iPad/s.
6 formations : exposé, carte, multimédia, blog, collaboratif, réseau et 3 modules propriétés et culture numérique et littérature en ligne | Dans ce site web, vous pouvez naviguer entre les 6 formations dans le menu du haut : exposé, carte, multimédia, blog, collaboratif, réseau. Les trois derniers items rassemblent respectivement des informations sur les propriétés du numérique, sur la littérature en ligne utilisée, et sur la culture numérique. Si vous souhaitez d'autres formations cliquer ici et si vous avez un projet de formation et souhaitez accéder à un tutoriel pour le fabriquer cliquer ici. Onglet exposé : Préparer un diaporama : la présentation orale Objectifs Savoir produire des diapositives riches pour une présentation (avec des illustrations adaptées, un plan…) Comprendre la notion d'écriture sous modèle (comme pour une lettre type) pour produire des documents qui soutiennent votre exposé et éveillent votre auditoire Durée conseillée : 2 à 6 heures Prérequis : avoir installé OpenOffice Impress ou équivalent ; avoir un sujet à présenter à l'oral.
iPad apps vs iPad pedagogy — LearnMaker What separates the successful mobile learning projects from the unsuccessful? This is a ‘million dollar’ question, and I’ve thought long and hard about it. From the 17 large 1:1 projects I’ve worked on, only three have been truly successful in producing transformational learning. In your own experience, how many schools do you know who have transformed learning vs how many you know rely on iPads as laptop placements, focusing on web browsing and research functions only? I’m sure you’ll draw similar conclusions to my own, but if a handful of schools can transform learning with mobile devices, how do we replicate it across more schools? I believe I’ve found the answer. Now before I share it, I first want to define what I believe a successful mobile learning project is. So what is the answer to predicting who will succeed and who will not? I’ve believed schools have been asking the wrong questions when it comes to technology for a long time. “What apps should I use to teach maths?”
Five Free iPad Apps for Creating Video Lessons (AKA Flipped Classroom Lessons) One of the things that I’m often asked about is creating explanatory videos on the iPad. Whether you want to create these videos for students to watch as part of a “flipped curriculum” or you want students to create the explanatory videos to demonstrate what they know, these apps are good choices for reaching those ends. The Knowmia Teach iPad app is an excellent app for creating your own whiteboard videos. Some of the highlights of Knowmia Teach app include the option to use your iPad’s camera to record yourself while drawing on the whiteboard. Ask3 is a free iPad app from TechSmith. Educreations is a free iPad app that turns your iPad into a whiteboard. ScreenChomp is a free app for creating and sharing short tutorials or lessons on your iPad. ShowMe was the first whiteboard app that I Show Me is an app for creating and sharing whiteboard-style lessons on your iPad. Tags: Flipped Videos, free apps, free ipad app, free ipad apps, Math, video creation, video lessons
La classe inversée, bilan d'une expérience Des origines du projet... Avant de venir au bilan, il est nécessaire de reprendre l’origine du projet et son évolution. La classe inversée consiste comme son nom l’indique à inverser le concept traditionnel de la classe : cours magistral ou cours magistral déguisé en cours dialogué en classe et exercices à la maison. Avec la classe inversée, les élèves sont mis en activité en classe, le travail à la maison se concentre sur la partie magistrale, par l’apport de connaissances pures au travers de ressources variées. L’expérience que j’ai menée est née au printemps 2012 au travers des expériences de collègues en France et au Canada. Ma réflexion s’est développée jusqu’à la rentrée 2012, date à laquelle j’ai décidé de me lancer dans l’aventure. Toutefois, afin de prendre la mesure des changements induits par un tel changement de pratique, j’ai en même temps décidé de me lancer progressivement. La rentrée... La rentrée fut donc le jour de lancement. Le second axe a porté sur les activités.