KILUVU

Although technology changes at a rapid pace, one thing is constant: students have a deep desire to learn using digital tools and resources.

Via Tom D'Amico (@TDOttawa) , Stephania Savva, Ph.D

Via Tom D'Amico (@TDOttawa)

Look into the key elements that are needed to re-design an appropriate learning space for 21 century.

Via THE OFFICIAL ANDREASCY, Stephania Savva, Ph.D

La visibilité et le positionnement des arts numériques se confirment. Mais quelles  perspectives pour une reconnaissance en tant qu’art contemporain, entre marché de l’art et économie numérique ? Quelle reconnaissance dans les institutions publiques? Quels financements pour la création artistique numérique ? Pour en débattre, nous invitons artistes, acteurs et actrices de la production,du rayonnement des arts numériques, du marché de l’art.Les échanges, enregistrés durant cette journée d’étude,s’inscrivent dans le cadre de la recherche soutenue parle Labex ICCA. [Rapport de recherche] Labex ICCA. 2016.

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Via Jacques Urbanska

The Harvard researchers evaluating DreamBox Learning start their study bluntly: "There is little evidence yet that educational software is actually helping students progress more rapidly." Maybe, if we’re looking on the bright side, there’s nowhere to go but up? Or maybe DreamBox is another in a lon

Via Tom D'Amico (@TDOttawa)

JENNIFER GONZALEZ

Via Tom D'Amico (@TDOttawa)

Currently, dramatic changes take place in terms of rapidly emerging modes of communication, technologies, increased cultural diversity, evolving workplaces cultures, new challenges for equitable education and the varying and changing identities of students everywhere. Bearing this in mind, this article draws on a design-based research study to argue of the need for museums to respond to global trends and fulfill their social and educational imperatives by investigating the potential of a particular pedagogical framework that is grounded in culturally inclusive pedagogical practices and characteristics of ubiquitous learning.

Via Andreas Christodoulou

How To Teach Students To Research Without Google

Via Tom D'Amico (@TDOttawa)

Via paul rayner

“[Adolescence is] a stage of life when we can really thrive, but we need to take advantage of the opportunity,” said Temple University neuroscientist Laurence Steinberg at a Learning and the Brain conference in Boston. Steinberg has spent his career studying how the adolescent brain develops and believes there is a fundamental disconnect between the popular characterizations of adolescents and what’s really going on in their brains.

Because the brain is still developing during adolescence, it has incredible plasticity. It’s akin to the first five years of life, when a child’s brain is growing and developing new pathways all the time in response to experiences. Adult brains are somewhat plastic as well — otherwise they wouldn’t be able to learn new things — but “brain plasticity in adulthood involves minor changes to existing circuits, not the wholesale development of new ones or elimination of others,” Steinberg said.

 

The adolescent brain is exquisitely sensitive to experience,” Steinberg said. “It is like the recording device is turned up to a different level of sensitivity.” That’s why humans tend to remember even the most mundane events from adolescence much better than even important events that took place later in life. It also means adolescence could be an extremely important window for learning that sticks. Steinberg notes this window is also lengthening as scientists observe the onset of puberty happening earlier and young people taking on adult roles later in life. Between these two factors, one biological and one social, adolescence researchers now generally say the period lasts 15 years between the ages of 10 and 25.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

Use #Andragogy UP from 11 years:

 

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

 

Via Gust MEES

Via Dr. Susan Bainbridge

— Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.

— Varying the studying environment — by hitting the books in, say, a cafe or garden rather than only hunkering down in the library, or even by listening to different background music — can help reinforce and sharpen the memory of what you learn.

— A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.

— Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it, according to work by researchers including Henry Roediger III and Jeffrey Karpicke. (Roediger has co-authored his own book, “Make It Stick: The Science of Successful Learning.”)

 

Learn more / En savoir plus / Mehr erfahren:

 

https://gustmees.wordpress.com/2016/03/14/time-the-most-important-factor-neglected-in-education/

 

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

 

Via Gust MEES

Do you believe in life on exoplanets? Learn more about what has been discovered so far.

Via THE OFFICIAL ANDREASCY, Andreas Christodoulou

BY KI SUNG

Via Tom D'Amico (@TDOttawa)