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Discover Artificial Intelligence tools for education. A comprehensive directory of AI tools that can help transform the classroom.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=ChatGPT
https://www.scoop.it/t/21st-century-innovative-technologies-and-developments/?&tag=AI
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=Ethics
Via Gust MEES 
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In the metaverse, students and educators may be physically situated far from each other, but they will be together, and accountable, within the same virtual space. Distance learning in the metaverse will feel tangible again – and if a lesson involves observing or handling an object, students will be able to do that synchronously, instead of passing it around the classroom. Students in the metaverse will truly be able to learn by doing, making lessons more relatable and memorable. The time and money spent traveling to and from field trips can be greatly reduced. These metaverse experiences will make learning more efficient and engaging, and also more efficient. They’ll open the door to even more group collaboration and deeper exploration of the broader world than the physical classroom can be able to provide. Via Canadian Vocational Association / Association canadienne de la formation professionnelle
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Bases théoriques et indications pratiques pour l’enseignement et la formation.
Learn more / En savoir plus / Mehr erfahren:
http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Critical-Thinking
Via Gust MEES
Gust MEES's curator insight,
August 17, 2021 7:07 PM
Bases théoriques et indications pratiques pour l’enseignement et la formation.
Learn more / En savoir plus / Mehr erfahren:
http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Critical-Thinking
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Découvrez la place de l'IA dans les contenus d'enseignement et que devrait savoir chaque élève sur l’IA tout au long de la scolarité Via Thierry Pires
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I’ve spent a lot of years talking with and listening to some very smart people, and one thing I’ve noticed is that the people who are legitimate experts in their fields rarely spout off facts like they are the final word. Their assertions don’t back you into a corner or embarrass you into silence. Their delivery is often quieter. More nuanced. The smartest people in the world are least likely to have singular, one-note answers to difficult questions. They’re more likely to respond with “It depends,” and then, if you’re willing to stick around and listen, share ideas that take a little more time to develop. Via John Evans
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Half of the total number of learners – some 826 million students – kept out of the classroom by the COVID-19 pandemic, do not have access to a household computer and 43% (706 million) have no internet at home, at a time when digitally-based distance learning is used to ensure educational continuity in the vast majority of countries. Via Peter Mellow
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From artificial intelligence to chatbots, this infographic visualizes what the future of education could look like. Can schools keep up with the times? Via Ana Cristina Pratas
Angélica Osorio Castillo's curator insight,
March 1, 2020 4:25 PM
As future teachers, it is necessary to recognize that technology is a fabulous tool if we learn how to use it correctly with our students. We can work together with technology when we assign to our students' homework that requires the use of computers or cellphones; however, to take advantage in full of technology, we will need to learn how to prepare and assign homework with applications that are very useful and dynamic. Technology has transformed almost every aspect of our lives, and we know that education needs an update. Going to class is essential for children so they can learn to socialize and work in groups, that is why we will need to prepare our classes in a different way than the traditional ones, so our students can enjoy going to classes instead of staying at home and learning online.
Susan Myburgh's comment,
March 1, 2020 9:25 PM
I agree completely. People who are barely functionally literate, who cannot read, write nor comprehend with any degree of sophistication; people who are too easily swayed by the media and politicians.
Altogether, a very dangerous state of affairs.
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Rescooped by juandoming from Notebook or My Personal Learning Network |
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"These four trends—inclusion, lifelong learning, quantified self and mindfulness—are becoming ubiquitous in the media and becoming part of the culture ...
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Rescooped by juandoming from Revue Education & Formation |
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Sur les épaules des géants, pour regarder plus loin…
"Chaque fois qu'il y a un changement de support, Il y a un Socrate qui engueule un Platon."
(Serres, 1996)
S'élever, ne pas s'enfermer dans les conflits stériles. Maintenir une position dogmatique n'apporte aucune plus-value à long terme. La remise en question, le doute de Pascal sont les postures souples qui font avancer la science. Tenir pour acquis ce qui sera remis en question demain est une erreur stratégique que les scientifiques doivent tenter d'éviter.
Dissocier la pédagogie de la didactique, les opposer ne sont que des vues de l'esprit, des histoires que l'on se raconte. Bien entendu que ce sont des concepts distincts, que des éléments différencient… et que d'autres rapprochent. C'est ce rapprochement sur lequel ce numéro de la Revue pose un regard scientifique. Les coordinateurs du numéro, Eric Saillot et Ingrid Verscheure, nous emmènent dans les méandres des réflexions que mènent les auteurs qui se questionnent sur le bien-fondé de ces différences et similitudes.
Qu'en disent les enseignants (Saillot, Roiné et Denizot & Robbes) dans le cadre de leur pratique professionnelle ? Quel est le point de vue des didacticiens au niveau des études de genre (Verscheure & al.), en éducation physique et sportive (Thépaut), en remédiation mathématique (Champagne et Coulange), toujours en mathématique mais dans le contexte canadien (Dumouchel et Lanaris) et en didactique des sciences pour l'école maternelle (Plé) ? Et enfin, comment se questionne l'articulation didactique/pédagogie de manière plus transversale dans l'éducation au développement durable (Ladage et Redondo,, au niveau des questions socialement vives (Panissal et Viallet) et dans les pratiques pédagogiques muséales (Charalampopoulou) ?
N'attendons pas de réponses définitives. Il n'y en a d'ailleurs pas. Par contre, enrichissons-nous des apports de chacun en vue de prendre de la hauteur concernant ces questions. Hissons-nous sur les épaules des géants, pour regarder plus loin…
Et surtout gardons à l'esprit que toutes ces idées ne poursuivent au final qu'un objectif principal : celui d'améliorer la qualité de l'enseignement pour que nos enfants en bénéficient…. Toujours plus…. Toujours mieux.
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Rescooped by juandoming from Information and digital literacy in education via the digital path |
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AI is arguably the number one driving technological force of the first half of this century, and will transform virtually every industry, if not human endeavors at large,” said Charles Fadel.
Fadel is the founder of the Center for Curriculum Redesign and has a new book on Artificial Intelligence in Education. He wrote it with his research manager Maya Bialik and Dr. Wayne Holmes, Open University.
“We have tried addressing the impact of AI on both the What and the How of education,” said Fadel.
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Rescooped by juandoming from Higher Education Teaching and Learning |
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This guide is designed to help your leadership team implement a strategic direction that ensures technologies are integrated into a school-wide drive for effective teaching and learning.
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Scooped by juandoming |
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As discussed in previous posts, an increasing number of schools are realising the potential of adopting blended learning models to utilise educational technologies effectively. While multiple definitions of blended learning continue to be applied, I will, for the purpose of... Continue Reading →
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Rescooped by juandoming from 21st Century Innovative Technologies and Developments as also discoveries, curiosity ( insolite)... |
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ChatGPT : Le temple de la Culture Générale ne veut pas d'une IA générale
Technologie : Sciences Po interdit l'utilisation de l'outil ChatGPT d'OpenAI. L'école précise que cette mesure est destinée à "garantir la qualité et l’intégrité de ses formations et de ses diplômes".
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=ChatGPT
https://www.scoop.it/t/21st-century-innovative-technologies-and-developments/?&tag=AI
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=Ethics
ChatGPT : Le temple de la Culture Générale ne veut pas d'une IA générale
Technologie : Sciences Po interdit l'utilisation de l'outil ChatGPT d'OpenAI. L'école précise que cette mesure est destinée à "garantir la qualité et l’intégrité de ses formations et de ses diplômes".
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=ChatGPT
https://www.scoop.it/t/21st-century-innovative-technologies-and-developments/?&tag=AI
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=Ethics
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Rescooped by juandoming from Vocational education and training - VET |
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The learning industry has come a long way from the PC internet boom that gave rise to eLearning in the late 1990s. The second wave of mobile computing and social media ushered in microlearning through shorter, video-based learning on demand. Industry watchers are now suggesting that the third era of computing is upon us. Flat static pages on the PC and phone will be replaced by a metaverse of digital 3D spaces, where we interact as lifelike avatars. The metaverse is an embodied internet where you’re never alone. Unlike a Zoom call that is scheduled and disappears when you’re done, the metaverse is “always on” and affords social interactions with peers. This transition has profound implications for capability-building and learning.
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Rescooped by juandoming from Revolution in Education |
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What is the Digital Education Action Plan of the European Union? Check it out here!
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Rescooped by juandoming from Marketing Stratégique du monde Digital |
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Découvrez la place de l'intelligence artificielle dans le secteur de l'éducation, et la création de valeur dans l'apprentissage des élèves
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Rescooped by juandoming from eParenting and Parenting in the 21st Century |
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My son Max just turned 15. He is in a dual-enrollment program in which he’ll earn his Associate’s degree before he graduates high school. How did he get here? I’d love to say it was my amazing parenting, but the truth is he’s always had a strong love of learning.
At age three he read billboards from his car seat.
At age five he took apart computers.
At age nine he read a 450-page book on salt – for fun.
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Rescooped by juandoming from Vocational education and training - VET |
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The impact of COVID-19 on the right to education is felt worldwide. From 1.5 billion learners out of school in March, nearly 1.1 billion learners in 146 countries are still affected today. As many countries have begun phased processes of reopening schools, it is time for civil society organizations (CSOs) to pause and reflect on what happened.
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Rescooped by juandoming from Information and digital literacy in education via the digital path |
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There have been many changes in the development of national and world education. The most observable phenomenon is now the internalization of society and the penetration of digital technologies into learning.
Education has traditionally been seen as a pedagogic relationship between the teacher and the student. Pedagogy, the art of science and teaching the child, embodies a teacher-focused education where the teacher dominates the classrooms. This approach assumes the teacher being the repository of knowledge and taking full responsibility about what the learner needs to learn when it is to be learned, and indeed how it should be learned. This pedagogical slant develops the role of the student to be a dependent one and the relationship between the student and his/her peers as a competitive one. Pedagogical learning is purely based on the possession of skills and knowledge through transmittal techniques, such as lectures, demonstrations, textbook reading, audiovisual presentations and examinations. Students are motivated to learn due to external pressures such as competition for securing higher grades, fear of failure and at times due to fear of punishment. Learning is confined to a pre-planned curriculum for all students so that it can easily be monitored and evaluated. It addresses the issue of what is to be learned “The Content”, and not how it is to be learned “The Process”.[1]
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Rescooped by juandoming from 21st Century Learning and Teaching |
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Working in learning technology, or education technology ("edtech"), is changing as our understanding of technology develops. We have become more aware not only of the potential of technological innovation but also of what is needed to scale up this innovation from use in small-scale pilots or single classrooms to applications for all learners. Scaling up requires not only infrastructure and technical capabilities but also skilled staff and robust policies. Most importantly, we need to keep questioning whether learning technology really delivers benefits for all students. We know that technology has huge potential, but we now have decades of research and practice to build on as we move our professional practice beyond advocacy and toward a more reflective, more critical perspective—a perspective that, I hope, will empower us to tackle some of the complex questions around ethics, inclusion, equality, and privacy.
In this article, I wish to combine both a personal perspective and one informed by my professional position. I wish to share my personal views in order to get across why I think it is so important that we develop a more mature, more reflective, more critical perspective in our professional practice and how we might set about doing so in the age of automation and technological determinism. My outlook is also informed by the research, practice, and policy making led by the Association for Learning Technology (ALT) in its twenty-five years of work with thousands of professionals in the United Kingdom and across the globe.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Grit
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/
https://gustmees.wordpress.com/2017/08/25/adventures-of-learning-how-does-it-happen/
https://gustmees.wordpress.com/?s=life+long+learning
Working in learning technology, or education technology ("edtech"), is changing as our understanding of technology develops. We have become more aware not only of the potential of technological innovation but also of what is needed to scale up this innovation from use in small-scale pilots or single classrooms to applications for all learners. Scaling up requires not only infrastructure and technical capabilities but also skilled staff and robust policies. Most importantly, we need to keep questioning whether learning technology really delivers benefits for all students. We know that technology has huge potential, but we now have decades of research and practice to build on as we move our professional practice beyond advocacy and toward a more reflective, more critical perspective—a perspective that, I hope, will empower us to tackle some of the complex questions around ethics, inclusion, equality, and privacy.
In this article, I wish to combine both a personal perspective and one informed by my professional position. I wish to share my personal views in order to get across why I think it is so important that we develop a more mature, more reflective, more critical perspective in our professional practice and how we might set about doing so in the age of automation and technological determinism. My outlook is also informed by the research, practice, and policy making led by the Association for Learning Technology (ALT) in its twenty-five years of work with thousands of professionals in the United Kingdom and across the globe.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Grit
https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/
https://gustmees.wordpress.com/2017/08/25/adventures-of-learning-how-does-it-happen/
https://gustmees.wordpress.com/?s=life+long+learning
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Rescooped by juandoming from Innovative Learning Spheres |
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The digital transformation of higher education is at hand. Leaders must prepare their institutions now to take strategic advantage of the coming shift
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Rescooped by juandoming from Creative teaching and learning |
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"We’ve identified 20 ways that distributed ledger technology could be deployed by school districts, networks and more to improve learning opportunities ..."
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Rescooped by juandoming from Elearning, pédagogie, technologie et numérique... |
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J’ai eu le plaisir de participer à la première édition du festival Learning By organisé par l’Institut Catholique de Paris les 20 et 21 jui
mon petit récit du festival Learning By à l'ICP Paris. Un bien bel évènement sur le thème de l'éducation...
Discover Artificial Intelligence tools for education. A comprehensive directory of AI tools that can help transform the classroom.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=ChatGPT
https://www.scoop.it/t/21st-century-innovative-technologies-and-developments/?&tag=AI
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=Ethics