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.
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.
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
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.
Comment former quand le numérique invente de nouveaux métiers chaque jour ? | Web School Factory Avez-vous déjà entendu parler d'un job de "software engineer" ou de "Data scientist"? Ces "nouveaux" métiers fleurissent sur le marché du travail. Mais les filières d'enseignement actuelles sont-elles prêtes à former des candidats adéquats? Tribune d'Anne Lalou, directrice de la Web School Factory. Des "nouveaux métiers", parfois encore mal définis ou même encore sans intitulé précis, se multiplient sur le marché du travail. Jusqu'à récemment on vivait avec la certitude qu'il y a un temps pour apprendre, puis un temps pour faire.... L'intégralité de l'article sur L'Express
The Case of a Spanish MOOC | The FLTmag By Fernando Rubio, Co-Director, Second Language Teaching and Research Center, Associate Professor of Spanish Linguistics, University of Utah. After teaching for more than 20 years, I have decided that I really do not care much about teaching. The only thing that I care about is learning. And that is the reason why in the spring of 2013, I embarked in my first Massive Open Online Course (MOOC) experience teaching what, to my knowledge, was the first language MOOC ever offered. I saw the opportunity to teach this course as an ideal way to get valuable insight into students’ learning. Geographical origin of enrollments in Canvas Network’s Improving your Spanish Pronunciation My course reached the enrollment cap of 500 a couple of weeks before it started. Active instructor presence: I had the fortune to have two assistants working with me on this MOOC. Spectrogram view in Audacity. Types of participants in Coursera-style MOOCs. It takes a village Gartner’s hype cycle for emerging technologies.
Essay on three key facts on distance education @insidehighered I know! I know! Everyone is sick to death of debating the pros and cons of MOOCs, the massive online courses that, depending on your viewpoint, will be the downfall or resurrection of higher education. Key in determining the effectiveness of a course, both online and on the ground, is how actively it is being taught and how effectively it is engaging students. Educators are creating and tweaking a number of very different learning models to engage students in "active learning," both in the physical classroom and the virtual world – often in intriguing combinations. Based on innumerable conversations with faculty, students, administrators, staff, and the general public, the following are the three most important things I know about the role distance education plays in higher education today and about how to create high-quality programs. Distance education is not a singular thing. On the other side of this spectrum is the very actively taught class.