OBSERVATORIO DE INNOVACIÓN EDUCATIVA | Reporte Semanal para Profesores
Elaborado por el Observatorio de Innovación Educativa del Tecnológico de Monterrey
Martes 22 de julio de 2014
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How the Maker Movement Is Moving into Classrooms Edutopia
Many of us go on first our first techno-rush as kids playing with erector sets, Legos, and the Radio Shack electronic kits. In a day when everyone thinks, "There's an app for that," many educators believe that we're missing the point of technology if we think its best use is programming kids to memorize math facts. Students don't want to use apps -- they want to make them.
Maker classrooms are active classrooms. In active classrooms one will find engaged students, often working on multiple projects simultaneously, and teachers unafraid of relinquishing their authoritarian role. The best way to activate your classroom is for your classroom to make something.
A new generation of inventors is surfing the tide of the Maker movement. These classrooms emphasize making, inventing, and creativity.
Literature, Ethics, Physics: It’s All In Video Games At This Norwegian School
In 2008, Lin Holvik was mandated to build a school for the future, and she focused on creating both the physical and curricular space for teachers to experiment with video games.
The vision materialized in 2010 into a modern building encased in high glass windows and translucent interior walls that convey an atmosphere of transparency and openness that reflects the school’s pedagogical philosophy. “We have a sociocultural view of learning,” explained Holvik, “and believe in sharing and constructing knowledge together. We also strongly encourage innovation and believe that freedom to fail should be much more emphasized.” And so fittingly, video games have been used to help foster collaboration and an appreciation for the art of failure.
The Norwegian Ministry of Education now takes video games seriously, and has designated two officials, Jørund Høie Skaug and Vibeke Guttormsgaard, to undertake a national project to integrate games in schools.
Will Video Kill the Classroom Star? Mack Institute for Innovation Management
New research by Christian Terwiesch, Andrew M. Heller Professor and Co-director of the Mack Institute, and Karl Ulrich, CIBC Endowed Professor and Vice Dean of Innovation at the Wharton School, examines the emergence of the Massively Open Online Course (MOOC) and its impact on business schools.
Prior to the 20th century, entertainment was predominantly delivered via live performances. The advent of motion pictures fundamentally altered the entertainment industry: Why go and see a local clown in the town square if you can watch one of the best in the world on the big screen? With the advent of online instructional technology, will classroom instruction undergo a similar transformation?
Is Competency-Based Education Finally Becoming Mainstream? Skilledup
It seems like competency-based education has passed a threshold from exotic to mission-critical at many institutions.
Why? Several new initiatives, involving dozens of colleges and universities and brand-name philanthropic funding, are coming online. They represent a surge in efforts to promote best practices, partnerships and coordination among the growth in competency-based education or competency-based learning (also known as CBE or CBL).
What is the state of CBE now? What challenges do these new projects face? Find out.
Palabras Clave: Aprendizaje basado en competencias
10 Things Every Teacher Should Know How To Do With Google Docs Edudemic
Google Docs is a powerful word processing tool that many schools have adopted. As it’s similar to Microsoft Word and other word processing tools, most of its features are intuitive to use.
In addition to completing many of the functions of a traditional word processor, Google Docs provides even more capabilities that can be invaluable to educators. Here are ten tricks that can make your life easier with Google Docs.
Blend It Yourself: How To MOOC Your Own Course on Blended Learning Edsurge
Just as students in a blended learning environment should have control over the time, place, path or pace of their learning, teachers and administrators learning about blended learning should have the same.
When it comes to teaching others about blended learning, traditional professional development strategies don’t emphasize the importance of the learner’s control over the learning process.
Andrew Boan created his own “blended” MOOC to teach his staff members about blended learning, while simultaneously giving them first-hand experience as a blended learning student.
Many professors dread meetings, and with good reason. Pushy colleagues, dull presentations and documents filled with “corporate mumbo-jumbo” make many department discussions bores at best and ego-fueled brawls at worst.
Two scholars from Harvard University’s Graduate School of Education, however, are determined to rehabilitate the much-maligned practice. Meetings, they argue, are a good thing.
They published a book that offers tips to make academic meetings not just bearable, but productive.
One Man and his Robot are Responsible for 8.5 Percent of Wikipedia The Verge
On a good day, Sverker Johansson adds more than 10,000 articles to Wikipedia. Johansson is by far the most prolific contributor to the online encyclopedia, having submitted 2.7 million articles, or 8.5 percent of Wikipedia's collection, over the last seven years.
The 53-year-old Swede works as an administrator, and has degrees in linguistics, civil engineering, economics and particle physics.
OBSERVATORIO DE INNOVACIÓN EDUCATIVA | Reporte Semanal para Profesores es elaborado por el Observatorio de Innovación Educativa del Tecnológico de Monterrey con las notas más destacadas sobre los temas de innovación, tecnología y educación. Si está interesado en obtener mayor información sobre alguna nota, favor de enviar un correo a: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2014.
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