14 Currencies For the Digital Learner
The Kinds Of Skills That Transcend Content Areas by Terry Heick Traditionally, learning is formatted by content, and that content formatted again by content areas (usually reading, writing, math, science, and social studies). Learning is evolving–and not simply by the tools that actuate it. Whether or not they’re old learning with a new coat of paint, or genuinely represent a paradigm shift in learning priorities, it is difficult to doubt their constant application in a 21st century world that is connected, digital, omni-social, and multi-faceted. There are new skills–or newly underscored concepts–that transcend content areas, in this way functioning as natural pathways out of old thinking. These currencies have been tossed around educational banter for years now, movingly so by Ken Robinson’s “Changing Educational Paradigms.” With the proper technologies, they are content-infinite. Currency is just a way of expressing value. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Perspectives on Thinking, Learning, and Cognitive Styles
21st Century Learning
Course Overview EMMA videos 2015 - C21-Intro from EMMA MOOC Channel on Vimeo. This Massive Open Online Course (MOOC) will introduce you to 21st century learning tools and practices. You will examine how they can facilitate learning and teaching, and evaluate your own digital literacies, create your own personal learning environment, find open educational resources, explore virtual worlds and more! If you want to complete all the activities, you will need 2-3 hours per week. Throughout this MOOC, peer-support is crucial. 'Conversations' section at the bottom of each page, where you can post comments and reply to others.Blogs, which are available within the EMMA platform and provide a space to document your learning. If you are on Twitter, please use the hashtag #21mooc to communicate with other participants. * Special note: Images without an attribution belong to the public domain; most of them can be found in pixabay.com. Learning Objectives Outcomes Course Structure Teacher Coauthor Paul Rudman
An Introduction to Technology Integration
Sal Khan: People have been integrating technology in the classroom forever. What I think is really exciting about what we're seeing now is that technology is being used to fundamentally transform what the classroom is. Fundamentally transform what you can do with a classroom. Adam Bellow: I think to define technology integration, it's really using whatever resources you have to the best of your abilities. Divya (student): This is a list of different applications that you can use to like make music or do art. Divya: My eyes were drooping. Mary Beth Hertz: Students today are creating using digital tools. Mary Beth: Kids can create podcasts, movies, songs to express their ideas, express their thoughts. but also to express their learning. Adam: When you create, you take ownership of your learning. Mary Beth: And sometimes they learn things we didn't expect them to learn. Mary Beth: This internet thing that has become a big part of our lives. Adam: The role of the teacher has shifted.
Literacy Is Not Enough: 21st Century Fluency for the Digital Age by Ian Jukes
These are my notes from Ian Jukes‘ METC 2010 presentation, “Literacy Is Not Enough: 21st Century Fluency for the Digital Age” at the METC 2010 conference. MY THOUGHTS ARE IN ALL CAPS. I haven’t heard Ian present in quite a few years. He was the first person at an educational technology conference (TCEA) to really make my head spin and inspire me to get on the digital learning mardi gras float. Quoting Don Tapscott, “Grown Up Digital: How the Net Generation is Changing Your World” consumers vs prosumers In have value entertain teach students today may be literate by the standards of the 20th century, but won’t be literate by the standard of OUR society today we need to move to 21st century literacies or fluencies – when you are literate, you still have to think about what you are going to do next – fluencies are unconscious skills, you just “know” what to do next hands up: who learned to ride a bicycle? decisionmaking, time management, etc. How many times have you heard some
Blended Learning: Making it Work in Your Classroom
Kristin: I can say that the things I've been doing the last two years have really made a difference, because my kids have scored the highest in the State on the standardized tests. So what we're doing here is working, and it's helping them be successful. Julie: We define Blended Learning as the combination of digital content and activity with face-to-face content and activity. It sounds easy to Blend, but it really, it looks very different in every classroom. So if a teacher is using something that works really well in a face-to-face situation, they should continue to do that because it works well. If they can find something else that works better, is more efficient or more effective that's digital, then that would be implemented. Kristin: What I have online could be completely different than what the biology teacher has online, or what the physical education teacher has online. Mickey: Okay, go ahead get the laptops. There are three activities. Student: C. Mickey: C. Class: Yay!
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