Teaching in the New (Abundant) Economy of Information Part 1 in the series Learning In the New Economy of Information By Shawn McCusker In the past 10 years, perhaps nothing has changed more than the relationship between teachers and the information being distributed in their classrooms. Historically, the role of teacher has always been that of gatekeeper and distributor of the course canon. Information was dispensed. Students were encouraged to arrive at their own conclusions and interpret information, but they were limited by the fact that they were operating in a scarce economy of information (teacher, textbook and a limited number of outside sources). With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. Teaching in an Environment of Scarcity When teaching in an environment of informational scarcity, lessons that deeply explored a subject were limited by the resources that the school library had available, as well as students’ ability to access them.
60,000 miles up: Space elevator could be built by 2035, says new study Imagine a ribbon roughly one hundred million times as long as it is wide. If it were a meter long, it would be 10 nanometers wide, or just a few times thicker than a DNA double helix. Scaled up to the length of a football field, it would still be less than a micrometer across — smaller than a red blood cell. Would you trust your life to that thread? What about a tether 100,000 kilometers long, one stretching from the surface of the Earth to well past geostationary orbit (GEO, 22,236 miles up), but which was still somehow narrower than your own wingspan? The idea of climbing such a ribbon with just your body weight sounds precarious enough, but the ribbon predicted by a new report from the International Academy of Astronautics (IAA) will be able to carry up to seven 20-ton payloads at once. The report spends 350 pages laying out a detailed case for this device, called a space elevator. IAA’s projections for launch mass over time with different technologies.
Mobile learning John Dewey, writing in the early years of the twentieth century, may not have foreseen the proliferation of 21st century ‘mobile devices’ but, in the quotation to the right, he does point out something that remains relevant: that mobile learning involves change, initiative and adaptability. Mobile learning involves change in the sense that the ability to communicate with tutors and peers, as well as access learning resources, changes what is possible in education. It takes initiative for leaders to create a vision to sustain that change and, finally, mobile learning requires adaptability by members of staff to carry out the change. This infoKit is a practical guide to thinking through the issues relating to institutional adoption of mobile learning. As with other forms of Technology-Enhanced Learning (TEL) it is possible for mobile learning to be used in a small-scale and ad-hoc manner. Emerging Practice in a Digital Age Bee motif
Cultivating the Habits of Self-Knowledge and Reflection Once it’s begun, you can’t fully separate the person from the task. When the artist is painting, the painter and the act of painting become a single "thing." The emerging artwork becomes a part of it all, too. As a teacher, your "self" is embedded within your teaching -- which is how it goes from a job to a craft. The same goes for students as well. The Insecurity of Student Performance But this also presents some problems. Did you do your best on your homework? In other words, it's all very personal. The Habits of Insecure Students So it makes sense that students' self-defense mechanisms kick in when they're challenged. Lack of apparent curiosity Apathy Refusal to take risks Decreased creativity Defeated tones Scrambles for shortcuts It just might be that these are all symptoms rather than causes -- that is, symptoms of not wanting to make mistakes, to fail, to be corrected, or to be thought less of by peers. How we feel and think about ourselves matters in learning.
4 of the Largest Objects in the Known Universe [Weekend Feature] - From Quarks to Quasars Don’t click the image. NOTHING good can come from you clicking this image!!!! This may come as a shock to some of you, but we haven’t actually discovered everything in the universe (we can’t even see all of it!). I know, I know. We’ve had quite some time to discover things, and we really should have discovered everything by now. So, when I say things like “this is the largest star in the known universe,” try and remember that we don’t know about all the stars in the universe. In fact, given that we have only explored a teeny, tiny portion of the universe, I am rather sure that there *are* larger stars out there…we just haven’t found them. #1 The Largest Structure in the Universe Image via NASA Astronomers recently discovered a group of active galactic cores that stretch more than 4 billion light-years end to end. The structure is knows as a large quasar group (LQG), and it is simply huge. Want another comparison? Quasars are a friendly bunch, and tend to assemble in large groups.
The Augmented Web: Simplifying Augmented Reality In Education The Augmented Web: Simplifying Augmented Reality In Education by Maria Politis, Head of Content and Community at buildAR If you spend time on twitter looking at the #augmentedreality and #edutech hashtags you will know that there is quite a lot of discussion going on about Augmented Reality, and how it can be used as an educational tool. And with good reason. The web is full of innovative examples of how Augmented Reality is used in classrooms around the world every day. The ability to overlay digital content and information onto the real world, using triggers like images and locations opens up a world of rich learning opportunities. There is a wide range of Augmented Reality applications for the classroom currently available and real, practical uses of the technology are easy to find. Misunderstanding The Complexity Yet there still seems to be a widespread belief that Augmented Reality is difficult to implement. How Does Browser-Based Augmented Reality Work? Want To Learn More?
Pourquoi faut-il érotiser la formation ? Tribune publié le 07/04/2014 La formation est un lieu de savoir et de raison, pourquoi faudrait-il érotiser la formation ? Pourquoi mettre de l’émotion, et pas des moindres, dans le monde de la raison ? La formation serait-elle trop raisonnable pour devenir un espace de passion, de libido ou d’on ne sait quoi de plus ? L’infobésité est l’épidémie du siècle naissant…. La formation est dans la même situation, la formation classique en présentiel est en concurrence avec toutes formes de modèles de formation, les webtv avec des vidéos gratuites sous forme de conférences, de formations, les blogs, les forums, les MOOC,… autant de formation disponibles en temps réels et généralement gratuites, alors pourquoi aller en formation classique ? Stéphane Diebold Président de l’AFFEN
5 Most Interesting Alternative Theories About The Universe Considering the fact that humans will not be able to travel to the moon for the second time, without even mentioning other planets in the solar system, scientists are creating quite organized and compelling theories regarding composition and origin of our universe. These theories are based on long-term observations of visible parts of the universe as well as on guesses. Ekpyrotic theory of how the universe has evolved Everyone knows about the Big Bang theory. Proponents of this theory follow a belief that a universe parallel to our own exists, and occasionally these two “sister” universes intersect. After the collision, the universes start moving in opposite directions, but the more they diverge, the more they are attracted to one another, which is quite plausible. Universes collide again and again and the energy from these collisions results in the formation of particles and the process is repeated as one endless cycle. White Holes We all heard about the presence of black holes in space.
Formation - Le code, une nouvelle langue à maîtriser Simplon.co, installé à Montreuil, propose des cours aussi bien pour les enfants, que de la formation continue ou un enseignement pour les jeunes, avec ou sans le bac HTML, CSS, php, Javascipt, C++, Python, Ruby… les outils numériques de notre environnement quotidien parlent des langages informatiques abscons pour le plus grand nombre d’entre nous. Apprendre à coder devient un apprentissage élémentaire. «Yes We Code » : c’est la phrase qui défilait sur l’écran des ordinateurs des postulants à la première promotion de l’école 42 de Xavier Niel, ouverte en novembre à Paris pour former des développeurs. Barack Obama ne désapprouverait pas cet emprunt à son slogan… Il a lui même soutenu la campagne « Hour of Code », lancée le 9 décembre aux Etats-Unis. « N’achetez plus de jeux vidéos, créez en un ! Lire, écrire, compter et… coderMais l’ambition de généraliser l’apprentissage du code ne se limite pas à pallier cette pénurie. En attendant, des initiatives privées ont pris les devants.