I am taking a very curious MOOC with Future Learn, Exploring English: Magna Carta. I want to improve my writing skills and I thought this is an interesting way to deepen my knowledge about the Magna Carta and at the same time improve my writing skills.
I am sharing this as I consider the resource can be useful for others interested in improving their english writing skills. The learning is contextualised in one of the most important documents in humanity: The Magna Carta! I am very curious how the design of the course is going to be as I am my self a teacher interested in the use of technology in the process of learning.
Click here and here to see two beautifully illustrated videos that explains briefly what the document is about and its importance throughout history.
Let’s see how it goes!
I don’t know if calling that space ‘the richest of all’ is useful. I think there is richness in all the learning spaces and they complement each other instead of competing with each other. Source: Inbetween Spaces for Learning
It is so nice to come across like-minded researchers with whom I share with out knowing it my own ideas about education and learning.
Article: What’s Happening in ‘Their Space’? Exploring the Borders of Formal and Informal Learning with Undergraduate Students of Education in the Age of Mobile Technologies
Source: What’s Happening in ‘Their Space’? Exploring the Borders of Formal and Informal Learning with Undergraduate Students of Education in the Age of Mobile Technologies
Connected Minds. Technology and today’s learners
With this report the Center for Research and Innovation CERI provides a coherent and comprehensive answer to 3 questions:
- Can the claim that today’s learners are New Millennium learners or digital natives, be sustained empirically?
- Is there consistent research evidence demonstrating the effects of technology adoption on cognitive development, social values, and learning expectations?
- What are the implications for educational policies and practice?
Making an interesting contribution to the ongoing debate of the effects of technology attachment and connectedness in learners, particularly concerning their expectations regarding teaching.
One of the findings shows that students don’t want technology to bring a radical change in teaching and learning but would like to benefit more from their added convenience and increased productivity gains in academic word. If those gains do not become apparent to students then reluctance emerges. That maybe related to the uncertainty, disruptiveness and discomfort that discrete technology-based not clearly leading to learning improvements may cause to them
This work from OECD answer important question regarding the design of education experience.
Can the claim about todays’ learners called New Millenials or Digital native be sustained empirically?
Is there consistent research evidence demonstrating the effects of technology adoption on cognitive development, social values and learning expectations?
What are the implications of policies and practice?
Our rapidly changing world has posed the long-standing question to education,
―How can today’s schools be transformed so as to become environments of
teaching and learning that makes individuals lifelong learners and prepare them
for the 21st Century?”
The response to this question is the focus of the OECD project, Innovative Learning
Environments, and has produced a sampling of the rich array of new visions for education around the world. As one might imagine, many learning environments have looked to technology in their efforts to redesign teaching and learning. While technology integration has long been a key area of concern in education, the intersection of technology with our rapidly transforming educational landscape is framing the nature of technology in education in profound, new ways. New and emerging technologies are provoking a re-conceptualisation of teaching and learning, while also serving as catalysts for transformation and innovation.
Successfully preparing all learners with the skills and capacities for 21st century citizenship
global awareness, creativity, collaborative problem-solving, self-directed learning—is no small order, and many educational leaders are finding that the traditional forms of education that have evolved through the end of the last century are simply inadequate for achieving these goals. At the same time, while our outer world was transforming, considerable advances have been made in the learning sciences, forcing educators to reconsider how they approach learning, instruction, and the environments created to foster these. Finally, dramatic advances in educational technology have inspired powerful new ways for learners to engage with all kinds of content and activities in their own
self-direct learning experiences. The juxtaposition of these three events creates a very interesting challenge and opportunity—a space to reconsider, re-imagine, and re-invent learning environments able to prepare and excel each individual for effective life-long learning.
The drive of technology for school change…Read more
How can the learning science inform the design of 21st century learning environments?
What should teaching, schooling and learning look like in the rapidly changing world? At the same time empirical research on how people learn, how the mind and brain develop, how interests form and how people differ in all these has expanded. This science of learning . Schools should in all times leverage knowledge about learning, the future generation will more likely become the powerful learner, skilled workers and engaged citizens a society needs. This booklet provides guidance to do that. It provides a powerful knowledge base for the design of learning environments for the 21st century.
This document can offer effective guidelines to designers of learning spaces.