21st Century Learning and Teaching
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Rescooped by Gust MEES from Edumorfosis.it
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Encouraging Independent Learning

Encouraging Independent Learning | 21st Century Learning and Teaching | Scoop.it

As educators, we have a responsibility to deliver content in a way that supports our students’ current and future learning. Not only what students learn, but how they learn it. We need to create the conditions that allow students to demonstrate their self-directed learning in order to concurrently develop their knowledge and skills through semiautonomous learning environments. 

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

 


Via Edumorfosis
Gust MEES's insight:

As educators, we have a responsibility to deliver content in a way that supports our students’ current and future learning. Not only what students learn, but how they learn it. We need to create the conditions that allow students to demonstrate their self-directed learning in order to concurrently develop their knowledge and skills through semiautonomous learning environments. 

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

 

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Learning Technology as a Professional Practice: Developing a Critical Perspective | EDUCAUSE

Learning Technology as a Professional Practice: Developing a Critical Perspective | EDUCAUSE | 21st Century Learning and Teaching | Scoop.it

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

 

Gust MEES's insight:

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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Establishing a Culture of Questioning | #ModernEDUcation

Establishing a Culture of Questioning | #ModernEDUcation | 21st Century Learning and Teaching | Scoop.it

When students are provided consistent opportunities to develop and discuss complex questions, they’re empowered with knowledge, curiosity, and intellectual courage. We can make our classrooms places that encourage students to keep asking questions—which are the foundation of learning.

CREATING A CLIMATE FOR QUESTIONING
Modeling questioning strategies that get all students involved allows students to develop confidence in their own ability to craft meaningful questions and share their responses. We also need to establish classroom procedures for respectful dialogue so that students feel safe in sharing their thinking with their peers.

I indirectly model questioning strategies by carefully considering the questions I ask. I set up the year with a few questions that are then discussed throughout the year. Through seminar discussions and reflective writing in the spring, for example, I use questions such as “How does where you live impact how you live?,” “How do humans continue to progress in a diverse world?,” and “How does constructive conversation cultivate empathy and promote participation in local and global communities?” to discuss content as well as to make connections to the world.

Students consider these questions as they participate in the Spotlight Challenge, a design thinking project I created to facilitate opportunities for students to conduct research, craft speeches, and call their peers to action. Consistently making these connections helps create a climate in which students become accustomed to questioning everything. 

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=questions

 

Gust MEES's insight:

When students are provided consistent opportunities to develop and discuss complex questions, they’re empowered with knowledge, curiosity, and intellectual courage. We can make our classrooms places that encourage students to keep asking questions—which are the foundation of learning.

CREATING A CLIMATE FOR QUESTIONING
Modeling questioning strategies that get all students involved allows students to develop confidence in their own ability to craft meaningful questions and share their responses. We also need to establish classroom procedures for respectful dialogue so that students feel safe in sharing their thinking with their peers.

I indirectly model questioning strategies by carefully considering the questions I ask. I set up the year with a few questions that are then discussed throughout the year. Through seminar discussions and reflective writing in the spring, for example, I use questions such as “How does where you live impact how you live?,” “How do humans continue to progress in a diverse world?,” and “How does constructive conversation cultivate empathy and promote participation in local and global communities?” to discuss content as well as to make connections to the world.

Students consider these questions as they participate in the Spotlight Challenge, a design thinking project I created to facilitate opportunities for students to conduct research, craft speeches, and call their peers to action. Consistently making these connections helps create a climate in which students become accustomed to questioning everything. 

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=questions

 

CCM Consultancy's curator insight, November 20, 2018 1:11 AM

As students learn to generate questions, they also discover that they have the power to inspire progress in their world. Questions can be more important than answers.

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Est-ce que votre développement professionnel est efficace ? | Innovation Education Lab | #ProfessionalDevelopment

Est-ce que votre développement professionnel est efficace ? | Innovation Education Lab | #ProfessionalDevelopment | 21st Century Learning and Teaching | Scoop.it

Est-ce que votre développement professionnel est efficace ?
January 12, 2018

Un développement professionnel soutenu et mobilisateur

•-Est-ce qu’il combine les besoins des personnes et ceux de l’unité éducative ?

•-Est-ce qu’il engage les enseignants et l’équipe de direction ?

•-Est-ce qu’il prend en compte les besoins d’apprentissage des élèves en fonction des classes et des niveaux de scolarité ?

•-Est-ce qu’il est approprié aux différents types d’enseignement et à une dynamique d’innovation ou d’expérimentation ?

•-Est-ce qu’il est adapté à l’apprentissage personnalisé des élèves ?

•-Est-ce qu’il intègre les propositions des enseignants et leur permet de faire des choix ?

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/?s=professional

 

Gust MEES's insight:

Est-ce que votre développement professionnel est efficace ?
January 12, 2018

Un développement professionnel soutenu et mobilisateur

•-Est-ce qu’il combine les besoins des personnes et ceux de l’unité éducative ?

•-Est-ce qu’il engage les enseignants et l’équipe de direction ?

•-Est-ce qu’il prend en compte les besoins d’apprentissage des élèves en fonction des classes et des niveaux de scolarité ?

•-Est-ce qu’il est approprié aux différents types d’enseignement et à une dynamique d’innovation ou d’expérimentation ?

•-Est-ce qu’il est adapté à l’apprentissage personnalisé des élèves ?

•-Est-ce qu’il intègre les propositions des enseignants et leur permet de faire des choix ?

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/?s=professional

 

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Would You Go to School to Learn How to Mine in Space? | #Future #SpaceMining #EDUcation

Would You Go to School to Learn How to Mine in Space? | #Future #SpaceMining #EDUcation | 21st Century Learning and Teaching | Scoop.it
The first-ever graduate program for space miners-in-training is set to launch next year. And the inaugural class is already taking lessons.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=future

 

Gust MEES's insight:
The first-ever graduate program for space miners-in-training is set to launch next year. And the inaugural class is already taking lessons.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=future

 

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Suspensions Don’t Teach | Restorative practices are a burgeoning alternative to traditional punitive justice 

Suspensions Don’t Teach | Restorative practices are a burgeoning alternative to traditional punitive justice  | 21st Century Learning and Teaching | Scoop.it
The world of education is alive with buzzwords like innovation, inclusion, and mindfulness; another term gaining traction is restorative practices, also called restorative justice. Restorative practices are a burgeoning alternative to traditional punitive justice such as suspensions (both in school and out of school) and other exclusionary forms of discipline.

Many states are legislating a movement away from prescribed punitive justice for misbehavior in schools, and restorative practices are gaining in esteem as an evidence-based intervention that has proven successful when implemented correctly. Major school districts in San Francisco, Denver, and Houston are implementing restorative practices to combat inequalities in suspension and disciplinary referrals. These districts are finding that restorative practices, once understood, can be implemented with just a few simple steps.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Psychology

 

https://gustmees.wordpress.com/2017/06/02/still-following-we-have-always-done-it-this-way-or-already-on-growth-mindset/

 

 

Gust MEES's insight:
The world of education is alive with buzzwords like innovation, inclusion, and mindfulness; another term gaining traction is restorative practices, also called restorative justice. Restorative practices are a burgeoning alternative to traditional punitive justice such as suspensions (both in school and out of school) and other exclusionary forms of discipline.

Many states are legislating a movement away from prescribed punitive justice for misbehavior in schools, and restorative practices are gaining in esteem as an evidence-based intervention that has proven successful when implemented correctly. Major school districts in San Francisco, Denver, and Houston are implementing restorative practices to combat inequalities in suspension and disciplinary referrals. These districts are finding that restorative practices, once understood, can be implemented with just a few simple steps.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Psychology

 

https://gustmees.wordpress.com/2017/06/02/still-following-we-have-always-done-it-this-way-or-already-on-growth-mindset/

 

 

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Study: Snapchat and Instagram are the worst for young people

Study: Snapchat and Instagram are the worst for young people | 21st Century Learning and Teaching | Scoop.it

A new study lends credence to what you’ve probably always suspected: social media is having a pretty negative effect on teenagers — Instagram and Snapchat being the worst culprits. The study, published today and called “Status of Mind,” was conducted by researchers for the Royal Society for Public Health in the UK. The researchers surveyed 1,479 British youths ages 14-24, asking them how they felt the different social media networks effected their mental health. They took in several factors such as body image, sleep deprivation, bullying, and self-identity.

 

The results suggest the two worst social media networks for kids are Instagram and Snapchat, as they had terrible scores for body image, bullying, and anxiety. Twitter and Facebook weren’t much better, though. YouTube was the only one that apparently inspired more positive feelings than negative ones.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/social-media-and-its-influence

 

Gust MEES's insight:

A new study lends credence to what you’ve probably always suspected: social media is having a pretty negative effect on teenagers — Instagram and Snapchat being the worst culprits. The study, published today and called “Status of Mind,” was conducted by researchers for the Royal Society for Public Health in the UK. The researchers surveyed 1,479 British youths ages 14-24, asking them how they felt the different social media networks effected their mental health. They took in several factors such as body image, sleep deprivation, bullying, and self-identity.

 

The results suggest the two worst social media networks for kids are Instagram and Snapchat, as they had terrible scores for body image, bullying, and anxiety. Twitter and Facebook weren’t much better, though. YouTube was the only one that apparently inspired more positive feelings than negative ones.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/social-media-and-its-influence

 

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Demagogue - Wikipedia

Demagogue - Wikipedia

A demagogue (from Greek δημαγωγός, a popular leader, a leader of a mob, from δῆμος, people, populace, the commons + ἀγωγός leading, leader) or rabble-rouser is a leader in a democracy who gains popularity by exploiting prejudice and ignorance among the common people, whipping up the passions of the crowd and shutting down reasoned deliberation.

A demagogue /ˈdɛməɡɒɡ/ (from Greek δημαγωγός, a popular leader, a leader of a mob, from δῆμος, people, populace, the commons + ἀγωγός leading, leader)[1] or rabble-rouser is a leader in a democracy who gains popularity by exploiting prejudice and ignorance among the common people, whipping up the passions of the crowd and shutting down reasoned deliberation.[1][2][3][4] Demagogues have usually advocated immediate, violent action to address a national crisis while accusing moderate and thoughtful opponents of weakness or disloyalty. Demagogues overturn established customs of political conduct, or promise or threaten to do so. Most who were elected to high office changed their democracy into some form of managed democracy.[citation needed]


Demagogues have appeared in democracies since ancient Athens. They exploit a fundamental weakness in democracy: because ultimate power is held by the people, nothing stops the people from giving that power to someone who appeals to the lowest common denominator of a large segment of the population.

 

Gust MEES's insight:

A demagogue /ˈdɛməɡɒɡ/ (from Greek δημαγωγός, a popular leader, a leader of a mob, from δῆμος, people, populace, the commons + ἀγωγός leading, leader)[1] or rabble-rouser is a leader in a democracy who gains popularity by exploiting prejudice and ignorance among the common people, whipping up the passions of the crowd and shutting down reasoned deliberation.[1][2][3][4] Demagogues have usually advocated immediate, violent action to address a national crisis while accusing moderate and thoughtful opponents of weakness or disloyalty. Demagogues overturn established customs of political conduct, or promise or threaten to do so. Most who were elected to high office changed their democracy into some form of managed democracy.[citation needed]


Demagogues have appeared in democracies since ancient Athens. They exploit a fundamental weakness in democracy: because ultimate power is held by the people, nothing stops the people from giving that power to someone who appeals to the lowest common denominator of a large segment of the population.

 

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Extreme Learners

Extreme Learners | 21st Century Learning and Teaching | Scoop.it
The idea of extreme learners fits so nicely with my ideas of user-generated education. So what follows is an aggregate of ideas, videos, and graphics related to being an extreme learner. Milton Chen has stated, “Extreme learners aren’t so different from everybody else.” I believe that the tenets and characteristics of extreme learners can apply…

Via juandoming
Gust MEES's insight:

The idea of extreme learners fits so nicely with my ideas of user-generated education. So what follows is an aggregate of ideas, videos, and graphics related to being an extreme learner. Milton Chen has stated, “Extreme learners aren’t so different from everybody else.” I believe that the tenets and characteristics of extreme learners can apply…

Juan Quiñones's curator insight, March 13, 2016 7:15 PM

The idea of extreme learners fits so nicely with my ideas of user-generated education. So what follows is an aggregate of ideas, videos, and graphics related to being an extreme learner. Milton Chen has stated, “Extreme learners aren’t so different from everybody else.” I believe that the tenets and characteristics of extreme learners can apply…

Santosh A's curator insight, March 14, 2016 12:30 AM

The idea of extreme learners fits so nicely with my ideas of user-generated education. So what follows is an aggregate of ideas, videos, and graphics related to being an extreme learner. Milton Chen has stated, “Extreme learners aren’t so different from everybody else.” I believe that the tenets and characteristics of extreme learners can apply…

Kimberlyn Perez's curator insight, March 15, 2016 8:41 PM

The idea of extreme learners fits so nicely with my ideas of user-generated education. So what follows is an aggregate of ideas, videos, and graphics related to being an extreme learner. Milton Chen has stated, “Extreme learners aren’t so different from everybody else.” I believe that the tenets and characteristics of extreme learners can apply…

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Bee creative | MakerSpaces | Luxembourg | Digital4EDUcation | MakerED | Europe | eSkills

Bee creative | MakerSpaces | Luxembourg | Digital4EDUcation | MakerED | Europe | eSkills | 21st Century Learning and Teaching | Scoop.it

Un « makerspace » est un lieu de découverte mais surtout de création où les jeunes pourront créer leurs propres outils digitaux. Durant l’année scolaire 2015/16, trois « makerspace » verront le jour au Luxembourg.


Learn more:


https://gustmees.wordpress.com/2014/08/20/maker-space-a-new-trend-in-education-and-a-big-responsibility/


https://gustmees.wordpress.com/2014/08/24/coding-a-new-trend-in-education-and-a-big-responsibility/


Gust MEES's insight:

Un « makerspace » est un lieu de découverte mais surtout de création où les jeunes pourront créer leurs propres outils digitaux. Durant l’année scolaire 2015/16, trois « makerspace » verront le jour au Luxembourg.


Learn more:


https://gustmees.wordpress.com/2014/08/20/maker-space-a-new-trend-in-education-and-a-big-responsibility/


https://gustmees.wordpress.com/2014/08/24/coding-a-new-trend-in-education-and-a-big-responsibility/


Gust MEES's curator insight, May 22, 2015 11:21 AM

Un « makerspace » est un lieu de découverte mais surtout de création où les jeunes pourront créer leurs propres outils digitaux. Durant l’année scolaire 2015/16, trois « makerspace » verront le jour au Luxembourg.


Learn more:


https://gustmees.wordpress.com/2014/08/20/maker-space-a-new-trend-in-education-and-a-big-responsibility/


https://gustmees.wordpress.com/2014/08/24/coding-a-new-trend-in-education-and-a-big-responsibility/


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«Digital4Education» préfigure l’école du futur | Luxembourg | EDUcation | eSkills | Digital CitiZENship

«Digital4Education» préfigure l’école du futur | Luxembourg | EDUcation | eSkills | Digital CitiZENship | 21st Century Learning and Teaching | Scoop.it

L'Éducation nationale formera les futurs spécialistes dans les technologies de l'information et de la Communication. Dans le cadre de l'ICT Spring, le ministre de l'Éducation nationale, de l'enfance et de la jeunesse, Claude Meisch, a exposé les grands axes de la stratégie «Digital4education». Elle s'inscrit dans le cadre de l'initiative Digital Lëtzebuerg qui ambitionne de renforcer et de consolider la position du Grand-Duché dans le domaine des TIC.


La stratégie «Digital4education»vise à préparer les jeunes à vivre dans un environnement professionnel et privé en mutation constante. Elle amènera les élèves à développer des compétences indispensables dans l’utilisation des TIC et à promouvoir des projets pédagogiques utilisant l’école numérique. Cette stratégie digitale s’articule autour de cinq «dimensions» qui se déclinent en projets.


Dans le premier «digital citizen», l’école est censée initier les enfants à des applications clés qu’ils utiliseront dans leur vie d’adulte. Ils seront également sensibilisés aux questions de l’utilisation de leurs données personnelles sur les réseaux sociaux et de prévenir les risques. Le second nommé «digital peer» intègrera une dimension éthique et sociale. Les élèves aborderont la notion de sécurité sur Internet, le harcèlement moral sur les réseaux et une notion importante comme le droit à l’image.


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Principles of Effective Teaching | Infographic | Professional EDUcators | eLEADERship | eSkills

Principles of Effective Teaching | Infographic | Professional EDUcators | eLEADERship | eSkills | 21st Century Learning and Teaching | Scoop.it
Pinnacle's principles of effective teaching are grounded in research into practices that have the largest impact on student learning. Yet, they are practical and written in plain English.


Learn more:


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


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator


Gust MEES's insight:
Pinnacle's principles of effective teaching are grounded in research into practices that have the largest impact on student learning. Yet, they are practical and written in plain English.


Learn more:


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


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator


Mary Martínez's curator insight, February 6, 2016 4:33 AM
Pinnacle's principles of effective teaching are grounded in research into practices that have the largest impact on student learning. Yet, they are practical and written in plain English.


Learn more:


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


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator


Kathy Lynch's curator insight, November 11, 2016 11:55 PM
Thanks Inez Bieler! The graphic at the end listing Evidence-based Principles of Effective teaching: 1. Care about helping your students learn, 2. understand but do not excuse, 3. be clear about learning goals, 4. surface knowledge + deep understanding, 5. release responsibility, 6. give good feedback, 7. have students learn from each other, 8 manage behavior, 9. evaluate your impact, 10. always be learning ways to increase your impact. makes a good bookmark reminder. Self-assessment regularly would likely improve teaching more than many hours of random PD.
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Sir Ken Robinson: ‘The education system is a dangerous myth’ | tesconnect

Sir Ken Robinson: ‘The education system is a dangerous myth’ | tesconnect | 21st Century Learning and Teaching | Scoop.it
I’m often asked the same questions: what’s going wrong in education? Why? If you could reinvent education, what would it look like? Would you have schools? Would there be different types? What would go on in them? Would everyone have to go, and how old would they have to be? Would there be tests? If you say I can make a difference in education, where do I begin?


Learning is the process of acquiring new knowledge and skills. Human beings are highly curious; from the moment they’re born, children have a voracious appetite for learning. For many, that appetite is dulled as they go through school. Keeping it alive is the key to transforming education.

Education means organised programmes of learning.


The assumption is that young people need to know, understand and be able to do things that they wouldn’t if left to their own -devices. What those things are and how education should be organised to enable students to learn them are core issues.


Learn more:


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



Via Grant Montgomery, Yashy Tohsaku
Gust MEES's insight:
I’m often asked the same questions: what’s going wrong in education? Why? If you could reinvent education, what would it look like? Would you have schools? Would there be different types? What would go on in them? Would everyone have to go, and how old would they have to be? Would there be tests? If you say I can make a difference in education, where do I begin?


Learning is the process of acquiring new knowledge and skills. Human beings are highly curious; from the moment they’re born, children have a voracious appetite for learning. For many, that appetite is dulled as they go through school. Keeping it alive is the key to transforming education.

Education means organised programmes of learning.


The assumption is that young people need to know, understand and be able to do things that they wouldn’t if left to their own -devices. What those things are and how education should be organised to enable students to learn them are core issues.


Learn more:


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


Maruja Romero's curator insight, May 11, 2015 10:54 PM

Por qué la educación está mal?

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A Culture of Thinking for Teachers | It's About Learning

A Culture of Thinking for Teachers | It's About Learning | 21st Century Learning and Teaching | Scoop.it

Shortly after leaving high school as a student, I was bantering with some friends about our teachers and someone remarked about Stan, a gnarly old poetry teacher. The comment was that Stan had “really taught them how to think”.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=modern-education

 


Via Vladimir Kukharenko
Gust MEES's insight:

Shortly after leaving high school as a student, I was bantering with some friends about our teachers and someone remarked about Stan, a gnarly old poetry teacher. The comment was that Stan had “really taught them how to think”.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=modern-education

 

Serge Dielens * e-Reputation * Influence * Inbound Marketing Communication expert @ EdgeCommunication.be *'s curator insight, June 11, 2022 1:42 AM
Valoriser le processus d'apprentissage plutôt que le produit de l'apprentissage * 

"Ce serait plutôt cool qu'on se souvienne de moi pour avoir enseigné à quelqu'un « comment penser ».

Il s'avère que nous ne pouvons pas apprendre aux gens à penser, mais nous pouvons "enculturer" les dispositions qui permettent de penser. 

Les éducateurs qui réussissent à développer une culture de la pensée valorisent le processus d'apprentissage plutôt que le produit de l'apprentissage ; ils recherchent un apprentissage plus approfondi plutôt que la simple acquisition de connaissances. Le leadership de cette approche pédagogique exige de la patience, de la valorisation, du respect et de la confiance envers les gens. 

Le leadership est extrêmement important et montre que ce n'est pas la « saveur du mois », c'est qui nous sommes, et c'est ce que nous sommes. Cela nécessite une approche sur invitation. 

Une invitation est extraordinairement puissante. 

* => Invitez les gens à changer au lieu de leur dire ce qu'ils doivent changer.
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SO, you are a retired EDUcator, TEACHer, Instructor, LEHRENDER: WHAT to do NOW?!!

SO, you are a retired EDUcator, TEACHer, Instructor, LEHRENDER: WHAT to do NOW?!! | 21st Century Learning and Teaching | Scoop.it

SO, you are a retired EDUcator, TEACHer, Instructor, LEHRENDER: WHAT to do NOW?!! Well, that was the question I was asking myself when I became retired in 2014. As I did innovation in Modern-EDUcation in my country Luxembourg, there was NO WAY to give that up, BTW! SO, years before my retirement I…

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/

 

Gust MEES's insight:

SO, you are a retired EDUcator, TEACHer, Instructor, LEHRENDER: WHAT to do NOW?!! Well, that was the question I was asking myself when I became retired in 2014. As I did innovation in Modern-EDUcation in my country Luxembourg, there was NO WAY to give that up, BTW! SO, years before my retirement I…

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/

 

Julio Retamales's comment, November 11, 2019 9:34 PM
Ausgezeichnet! Danke schön.
albertodiazve97@gmail.com's curator insight, November 12, 2019 3:16 AM
Share your insight
ankitkumar's comment, November 13, 2019 6:08 AM
very nice
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Le désir d’apprendre : un oublié de l’école… - Ecole changer de cap! 

Le désir d’apprendre : un oublié de l’école… - Ecole changer de cap!  | 21st Century Learning and Teaching | Scoop.it

Motiver ?


Depuis la fin du XIXème siècle, de nombreux de pédagogues ont avancé des propositions pour donner vie et force au désir d’apprendre. Alfred Binet, pédagogue et psychologue français, plus connu pour ses tests, écrivait par exemple en 1902 dans son livre « Les idées modernes sur les enfants » :

 : « Au lieu de lui expliquer des idées, il vaut mieux les lui faire trouver ; au lieu de lui donner des ordres, il vaut mieux lui laisser la spontanéité de ses actes, et n’intervenir que pour contrôler ». Il ajoutait plus loin : « Entrez dans une classe ; si vous voyez les élèves immobiles, écoutant sans peine un maître agité qui pérore dans sa chaire, ou encore vous voyez ces enfants, copier, écrire le cours que le maître leur dicte, dites-vous que c’est de la mauvaise pédagogie. J’aime mieux une classe où je verrais des enfants moins silencieux, plus bruyants mais occupés à faire le travail le plus modeste, pourvu que ce soit un travail où ils mettent un effort personnel, un travail qui est leur œuvre, qui exige un peu de réflexion, de jugement et de goût. »

Depuis la mise en place des écoles actives voici plus d’un siècle, l’activité justement et l’autonomie de l’élève, son plaisir de découvrir par lui-même, de se questionner et de chercher sont recommandés comme les meilleurs agents de la motivation. Les questions nourrissent la curiosité et entraînent la dynamique du « connaître ». Les attentes de l’enfant, ses projets jouent un rôle moteur, auquel contribuent fondamentalement la confiance dans ses compétence intellectuelles et l’estime de soi, que notre système scolaire met particulièrement à mal.

 

Learn more  / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Modern+Learning

 

Gust MEES's insight:

Motiver ?


Depuis la fin du XIXème siècle, de nombreux de pédagogues ont avancé des propositions pour donner vie et force au désir d’apprendre. Alfred Binet, pédagogue et psychologue français, plus connu pour ses tests, écrivait par exemple en 1902 dans son livre « Les idées modernes sur les enfants » :

 : « Au lieu de lui expliquer des idées, il vaut mieux les lui faire trouver ; au lieu de lui donner des ordres, il vaut mieux lui laisser la spontanéité de ses actes, et n’intervenir que pour contrôler ». Il ajoutait plus loin : « Entrez dans une classe ; si vous voyez les élèves immobiles, écoutant sans peine un maître agité qui pérore dans sa chaire, ou encore vous voyez ces enfants, copier, écrire le cours que le maître leur dicte, dites-vous que c’est de la mauvaise pédagogie. J’aime mieux une classe où je verrais des enfants moins silencieux, plus bruyants mais occupés à faire le travail le plus modeste, pourvu que ce soit un travail où ils mettent un effort personnel, un travail qui est leur œuvre, qui exige un peu de réflexion, de jugement et de goût. »

Depuis la mise en place des écoles actives voici plus d’un siècle, l’activité justement et l’autonomie de l’élève, son plaisir de découvrir par lui-même, de se questionner et de chercher sont recommandés comme les meilleurs agents de la motivation. Les questions nourrissent la curiosité et entraînent la dynamique du « connaître ». Les attentes de l’enfant, ses projets jouent un rôle moteur, auquel contribuent fondamentalement la confiance dans ses compétence intellectuelles et l’estime de soi, que notre système scolaire met particulièrement à mal.

 

Learn more  / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Modern+Learning

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Why Is Tech So Slow To Go? | #EDUcation #ModernEDU #ModernLEARNing #Curation #LifeLongLEARNing 

Why Is Tech So Slow To Go? | #EDUcation #ModernEDU #ModernLEARNing #Curation #LifeLongLEARNing  | 21st Century Learning and Teaching | Scoop.it

Technology has changed the dynamic of curating information for teachers and students. It gives access to information never before so readily available, or so easily curated. Technology also enables users the ability to publish acquired information in various formats for consumption by others. Additionally, it offers a means in many cases to analyze data in ways that could not be done so easily before technology had become so ubiquitous.

Communication has been upended by technology. There are many ways for people to communicate. We have gone way beyond the dial up telephone. Not only can we communicate with voice, but we can also transmit documents, files, videos, audio files, and live streaming. Gutenberg and Bell would most certainly be impressed.

Access to all of these wonders of technology requires a different mindset than that of the early 20th century. It requires the ability to be flexible and adapt to the constant changes that come with technology. It requires one to commit to being a lifelong learner. It also requires a strict adherence to critical thinking in order to recognize, that which offers value from that which is crap.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

Gust MEES's insight:

Technology has changed the dynamic of curating information for teachers and students. It gives access to information never before so readily available, or so easily curated. Technology also enables users the ability to publish acquired information in various formats for consumption by others. Additionally, it offers a means in many cases to analyze data in ways that could not be done so easily before technology had become so ubiquitous.

Communication has been upended by technology. There are many ways for people to communicate. We have gone way beyond the dial up telephone. Not only can we communicate with voice, but we can also transmit documents, files, videos, audio files, and live streaming. Gutenberg and Bell would most certainly be impressed.

Access to all of these wonders of technology requires a different mindset than that of the early 20th century. It requires the ability to be flexible and adapt to the constant changes that come with technology. It requires one to commit to being a lifelong learner. It also requires a strict adherence to critical thinking in order to recognize, that which offers value from that which is crap.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

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Die Digitalisierung beginnt im Kopf | #FlippedMind #ICT 

Die Digitalisierung beginnt im Kopf | #FlippedMind #ICT  | 21st Century Learning and Teaching | Scoop.it

Die internationale Konkurrenz ist so groß, dass selbst gefestigte Unternehmen bedroht sind. Doch die Digitalisierung bietet die Chance zu Wettbewerbs-entscheidenden Transformationen.

Zwar arbeiten viele Unternehmen mit Hochdruck an Strategien zur Digitalisierung, allzu oft sind die Ansätze aber zu technisch und betreffen lediglich das Ist-Geschäft. Dadurch treten die wettbewerbsentscheidende Umwandlung der Firmenkultur sowie der Aufbau entscheidender Fähigkeiten in den Hintergrund. Das ist fatal, denn gerade dort wird die Basis für einen langfristigen Erfolg gelegt.


Digitalisierung ist nicht die Aufgabe weniger Experten, sondern aller Fachbereiche und erfordert neue Formen der Zusammenarbeit und der Führungskultur.


Alle Industrien, alle Branchen


Die Digitalisierung ist in vielen Branchen schon gelebte Realität, wenn auch unterschiedlich bedrohend in der Wahrnehmung. Gerade Fertigungsunternehmen klassischer Produkte fühlen sich noch wenig bedroht, auch wenn Trends wie 3D-Druck, Mehrwerte durch Produktvernetzung (Internet of Things) oder vernetzte Fertigungskonzepte bereits spürbar sind. Oft werden diese Trends als Bereicherung gesehen und nicht als Bedrohung. Doch die Gefahr besteht: Neben den digitalen Lösungen und Geschäftsmodellen neuer, aggressiver Wett­bewerber ist der Verlust der Kundenschnittstelle die akuteste.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Digitalisierung

 

Gust MEES's insight:

Die internationale Konkurrenz ist so groß, dass selbst gefestigte Unternehmen bedroht sind. Doch die Digitalisierung bietet die Chance zu Wettbewerbs-entscheidenden Transformationen.

Zwar arbeiten viele Unternehmen mit Hochdruck an Strategien zur Digitalisierung, allzu oft sind die Ansätze aber zu technisch und betreffen lediglich das Ist-Geschäft. Dadurch treten die wettbewerbsentscheidende Umwandlung der Firmenkultur sowie der Aufbau entscheidender Fähigkeiten in den Hintergrund. Das ist fatal, denn gerade dort wird die Basis für einen langfristigen Erfolg gelegt.


Digitalisierung ist nicht die Aufgabe weniger Experten, sondern aller Fachbereiche und erfordert neue Formen der Zusammenarbeit und der Führungskultur.


Alle Industrien, alle Branchen


Die Digitalisierung ist in vielen Branchen schon gelebte Realität, wenn auch unterschiedlich bedrohend in der Wahrnehmung. Gerade Fertigungsunternehmen klassischer Produkte fühlen sich noch wenig bedroht, auch wenn Trends wie 3D-Druck, Mehrwerte durch Produktvernetzung (Internet of Things) oder vernetzte Fertigungskonzepte bereits spürbar sind. Oft werden diese Trends als Bereicherung gesehen und nicht als Bedrohung. Doch die Gefahr besteht: Neben den digitalen Lösungen und Geschäftsmodellen neuer, aggressiver Wett­bewerber ist der Verlust der Kundenschnittstelle die akuteste.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Digitalisierung

 

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Statistik der Woche: Digitale Defizite in deutschen Schulen | #Digitalisierung #DigitaleBildung #ModernEDU #ICT

Statistik der Woche: Digitale Defizite in deutschen Schulen | #Digitalisierung #DigitaleBildung #ModernEDU #ICT | 21st Century Learning and Teaching | Scoop.it
Viele Schüler haben zwar Smartphones, doch die spielen zu Lernzwecken weniger eine Rolle. Unsere Infografik zeigt, wo die Hürden bei der Einbindung von digitalen Medien im Unterricht liegen.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Digitalisierung

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Digital+Literacy

 

Gust MEES's insight:
Viele Schüler haben zwar Smartphones, doch die spielen zu Lernzwecken weniger eine Rolle. Unsere Infografik zeigt, wo die Hürden bei der Einbindung von digitalen Medien im Unterricht liegen.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Digitalisierung

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Digital+Literacy

 

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Pro bono - Wikipedia

Pro bono - Wikipedia

Pro Bono Publico is also used in the United Kingdom to describe the central motivation of large organizations such as the National Health Service, and various NGOs, which exist "for the public good", rather than for shareholder profit but it equally or even more applies to the private sector where professionals like lawyers, bankers offer their specialist skills for the benefit of community or NGOs.

Pro bono publico (English: for the public good; usually shortened to pro bono) is a Latin phrase for professional work undertaken voluntarily and without payment.

 

Unlike traditional volunteerism, it is service that uses the specific skills of professionals to provide services to those who are unable to afford them.

Pro Bono Publico is also used in the United Kingdom to describe the central motivation of large organizations such as the National Health Service, and various NGOs, which exist "for the public good", rather than for shareholder profit but it equally or even more applies to the private sector where professionals like lawyers, bankers offer their specialist skills for the benefit of community or NGOs.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

Gust MEES's insight:

Pro bono publico (English: for the public good; usually shortened to pro bono) is a Latin phrase for professional work undertaken voluntarily and without payment.

 

Unlike traditional volunteerism, it is service that uses the specific skills of professionals to provide services to those who are unable to afford them.

Pro Bono Publico is also used in the United Kingdom to describe the central motivation of large organizations such as the National Health Service, and various NGOs, which exist "for the public good", rather than for shareholder profit but it equally or even more applies to the private sector where professionals like lawyers, bankers offer their specialist skills for the benefit of community or NGOs.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

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Launch vum eduSphere | #Digital4EDUcation #Luxembourg #Europe #video #ICT #DigitalLuxembourg #EDUcation 

De Launch vum Edusphere an der Maison du Savoir um Belval

 

Learn more / En savoir plus / Mehr erfahren:

 

 

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Qwant Junior, le moteur de recherche français sécurisé choisi par l'Education nationale | France | Europe

Qwant Junior, le moteur de recherche français sécurisé choisi par l'Education nationale | France | Europe | 21st Century Learning and Teaching | Scoop.it

“ Le français Qwant, a été choisi par le ministère de l'Education nationale pour développer un moteur de recherche pour enfants, sécurisé et adapté au système scolaire. Sans publicité et sans accès aux sites pornographiques et de e-commerce, Qwant Junior tente de s'imposer dans ce créneau laissé vacant par Google.”


Via Veille Tice VanGogh, Michèle Drechsler
Gust MEES's insight:

Le français Qwant, a été choisi par le ministère de l'Education nationale pour développer un moteur de recherche pour enfants, sécurisé et adapté au système scolaire. Sans publicité et sans accès aux sites pornographiques et de e-commerce, Qwant Junior tente de s'imposer dans ce créneau laissé vacant par Google.


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Succès de la troisième édition de Hack4Kids - ICTSpring Europe 2015 | Coding

Succès de la troisième édition de Hack4Kids - ICTSpring Europe 2015 | Coding | 21st Century Learning and Teaching | Scoop.it
Ce mercredi 20 mai avait lieu le troisième Hack4Kids au centre de conférence Kirchberg dans le cadre de l’ICTSpring Europe 2015.
Gust MEES's insight:

Ce mercredi 20 mai avait lieu le troisième Hack4Kids au centre de conférence Kirchberg dans le cadre de l’ICTSpring Europe 2015.


No comment yet.
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Digital (4) Education : Die Schule von morgen | EDUcation | Luxembourg | eLEADERship | eSkills

Digital (4) Education : Die Schule von morgen | EDUcation | Luxembourg | eLEADERship | eSkills | 21st Century Learning and Teaching | Scoop.it
Um die Schüler auf die Arbeitsplätze von morgen optimal vorzubereiten, muss die Schule sich der modernen Informations- und Kommunikationstechnologien bedienen. Am Mittwoch stellte Bildungsminister Claude Meisch die Strategie "Digital (4) Education" vor, mit der die Schüler von heute, deren Lebenswirklichkeit bereits in weiten Teilen eine digitale ist, auf morgen vorbereitet werden sollen.
Gust MEES's insight:

Um die Schüler auf die Arbeitsplätze von morgen optimal vorzubereiten, muss die Schule sich der modernen Informations- und Kommunikationstechnologien bedienen. Am Mittwoch stellte Bildungsminister Claude Meisch die Strategie "Digital (4) Education" vor, mit der die Schüler von heute, deren Lebenswirklichkeit bereits in weiten Teilen eine digitale ist, auf morgen vorbereitet werden sollen.


Gust MEES's curator insight, May 20, 2015 10:51 AM

Um die Schüler auf die Arbeitsplätze von morgen optimal vorzubereiten, muss die Schule sich der modernen Informations- und Kommunikationstechnologien bedienen. Am Mittwoch stellte Bildungsminister Claude Meisch die Strategie "Digital (4) Education" vor, mit der die Schüler von heute, deren Lebenswirklichkeit bereits in weiten Teilen eine digitale ist, auf morgen vorbereitet werden sollen.


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Why school leaders need the support of specific feedback to improve schools

Why school leaders need the support of specific feedback to improve schools | 21st Century Learning and Teaching | Scoop.it

Every school has its own set of problems, there’s no denying it. Many school leaders really value feedback from their teachers about areas for improvement. Even when leaders may not be seeking feedback, there is always a strong chance that someone will tell them what they think, or what “a group of people think”, or even what “everybody” thinks. In many schools, processes have been put in place to support the gathering of feedback to assist school improvement.


Learn more:


https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/


https://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/



Via Patti Kinney
Gust MEES's insight:

Every school has its own set of problems, there’s no denying it. Many school leaders really value feedback from their teachers about areas for improvement. Even when leaders may not be seeking feedback, there is always a strong chance that someone will tell them what they think, or what “a group of people think”, or even what “everybody” thinks. In many schools, processes have been put in place to support the gathering of feedback to assist school improvement.


Learn more:


https://gustmees.wordpress.com/2015/05/13/andragogy-adult-teaching-how-to-teach-ict/


https://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


Apollo B. Gabazira's curator insight, July 11, 2015 3:56 AM

Feedback culture accompanied by a high digital-quotient (DQ) brings to schools or any other institution, 'fail-safe' thinking as well as real time learning & improvement