E-Learning-Inclusivo (Mashup)

that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Sir-Ken-Robinson

Learn more:

- https://gustmees.wordpress.com/2015/05/26/what-are-the-skills-needed-from-students-in-the-future/

These 6 strategies represent some of the most fundamental mistakes I've made in my years of educational technology professional development. Source: exitticket.org

Learn more:

- https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/

- https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/

- https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

- https://gustmees.wordpress.com/?s=design

Even the world's most iconic CEOs didn't achieve success on their own.

Learn more:

- https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

- https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/

I think this is so true!

Excellent! 

What is Education 4.0? Definition of Education 4.0: Innovation-producing education.

Learn more:

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=EDUcation+4.0

I have discussed educators as model learners before: The educator's role has or should change in this age of information abundance or Education 2.0-3.0. The educator's role has always been to model nd demonstrate effective learning, but somewhere along the line, the major role of the educator became that of content and knowledge disseminator.

Now that in this information age content is freely and abundantly available, it is more important than ever to assist learners in the process of how to learn. (Educator as Model Learner).

Learn more:

- https://gustmees.wordpress.com/2015/01/28/practice-learning-to-learn-example-2/

- https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Learning+2+Learn

This is a great example of how teachers can lead their classes from within and put the art of learning into perspective for the students around them. We are the front lines for creating lifelong learners and the best way to do that is to show the students we are lifelong learners as well. #ufglobal 

The academic achievement gap in poverty schools coupled with the pressure of school ranking based upon standardized tests causes many educators to focus mainly on the academic needs of students.  many of our poverty students lack the Emotional Intelligence that provides an avenue for academic success.  We must build an awareness of emotional intelligence and then build this in our students just as we build their cognitive intelligence

How does this fit into your leadership framework? Do your arrows flow in the same direction? Does it matter? I believe self-management is the key to the flow, impact, and goal of change for leadership. For me, this is box #1 ... where's yours? 

#Reflexivité  Une ressource pour penser l'autodirection de son parcours professionnel.

This is a lengthy article detailing the relationship between 21st century skills and the adoption of technology as a way to promote growth in those skill areas. If you are here, you might find this very much "preaching to the choir," but the article provides a solid basis for understanding the need to integrate technology into education.

SO TRUE

The World Economic Forum has published a new white paper called New Vision for Education: Unlocking the Potential of Technology; the link for the full report is included at the end of this article.  The World Economic Forum is a not-for-profit international institution headquartered in Geneva, Switzerland.  Although the focus of this report is worldwide, the gaps in identified twenty-first century skills are very applicable to schools in the USA.  In a powerful statement, the report says: “By the time students enter college and the labour market, deficiencies that have not been addressed earlier can be far more difficult and costly to remedy.” (p 8-9).

The report differentiates 21st century skills among foundational literacies, competencies, and character qualities. It sees foundational skills as what schools and systems traditionally teach and measure: literacy, numeracy, scientific literacy, instructional-communication technology literacy, financial literacy, and cultural and civic literacy.  Competencies sited include critical thinking/problem solving, creativity, communication and collaboration. While curiosity, initiative, persistence/grit, adaptability, leadership, and social and cultural awareness are included in a category called character qualities.  Appendix 1 includes definitions of 21st century skills.

The instructional cycle is referred to as a “closed loop” in this report. Beginning with clear learning objectives through the development of curriculum and instructional strategies to instructional delivery, ongoing assessment, interventions and the tracking of learning outcomes in a repeating complex system.  The report looks at ways that technology can be embedded into each step of the instructional loop to improve student learning outcomes and eliminate the skill gap, providing some resources that might be used at different phases of the cycle.

The report cites differences in the use of technology tools to close the skill gap, looking at different income levels among countries which create different contexts and stating that there are fundamental social and economic problems, such as poverty, that impede learning and underlie the skills gap. Although the deficiencies in many undeveloped countries far surpass those found in the United States, it is my perspective that there are different contexts within the United States itself that must be acknowledged and addressed.

The importance of creativity, problem solving and innovation to the economic well-being of our nation and therefore, the employability of our workforce cannot be stressed enough. The pressure of standardized testing can lead to a standardized curriculum and instruction model that does not allow  the classroom time for these skills to develop. Teachers caught in this dilemma are often driven to insure success on state tests at the cost of providing time for experimentation, reflection, and collaborative feedback. The report does suggest using technology for some of the foundational skills in order to free teacher time to provide instruction on competency and character skills.

In two of the examples from low income countries, technology was used to provide scripted lessons that were created centrally  to under-trained teachers. My preference would be to  more fully train teachers or provide a mentor/coach rather than a “turn the page” curriculum model.

One of the tenants of the article is the need to define and find a metric to assess each of these 21st century skills in order to compare countries skill level. Although I agree with the need to define the skills needed and provide training and resources to teachers so these skills can be embedded into the curriculum and instruction, the idea of an assessment to measure creativity or persistence fills me with dread. Paul Torrance developed a well-used test for creativity used to screen students for school gifted and talented programs.  It is not a test that can be administered and interpreted without training. The idea of administering a standardized test which by definition is convergent in thinking to measure a thinking skill that is divergent by definition seems inappropriate and a major shortcoming of this report.

The academic achievement gap in poverty schools coupled with the pressure of school ranking based upon standardized tests causes many educators to focus mainly on the academic needs of students.  many of our poverty students lack the Emotional Intelligence that provides an avenue for academic success.  We must build an awareness of emotional intelligence and then build this in our students just as we build their cognitive intelligence

How does this fit into your leadership framework? Do your arrows flow in the same direction? Does it matter? I believe self-management is the key to the flow, impact, and goal of change for leadership. For me, this is box #1 ... where's yours? 

#Reflexivité  Une ressource pour penser l'autodirection de son parcours professionnel.

LEARNing To LEARN-Where To Start!? In previous posts WE were discussing about the design of LEARNing for ===> DigitalCitizenShip <===, the different possibilities. Now WE will see about the How-To on where to start, my advice by PracTICE. Let us remember what was taught on previous posts.

Learn more:

- https://gustmees.wordpress.com/2014/03/29/practice-learning-to-learn/

- https://gustmees.wordpress.com/2015/01/28/practice-learning-to-learn-example-2/

- https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

- https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

must read for both, my colleagues and students!

This is an interesting site, because in the last fifteen years many people talk about "learning to learn", but few know and orientate students to get it. Here we have an indication.

Thanks.

In my mind, this is exactly what the future of lifelong learning looks like. We will be learning constantly throughout our careers as workers and citizens, and once young people graduate from formal institutions, much of that learning will be self-directed and unstructured. What I hope that students could take away from my Connected Course were the skill sets to participate in that kind of learning out on the open Web, and the belief that lifelong learning can be most powerful when we intentionally build networks of people to learn with us.

On the first day of my course, I tell students that they have three responsibilities: to advance their own learning, to advance the learning of their classmates and to advance the learning of their wider communities. If they are successful as students, they’ll benefit not only themselves, but their classmates and colleagues beyond.

Learn more:

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Life-Long-Learning

Since this is a goal for myself and my children---why wouldn't I have this goal as a #digileader for my fellow teachers and students? I see myself as the instructor for this "course" within the walls of my own school and beyond. Success lies w/carefully planned implementation #greatlisd