agregador de noticias
I gave a keynote presentation last week at a large educational conference in the Netherlands, ‘Dé Onderwijsdagen’ (Education Days). I was asked to talk about the personalisation of learning. I agreed as I think this is one of many potential advantages of online learning.
However, the personalisation of learning tends to be looked at often through a very narrow lens. I suggest that there are in fact at least seven ways in which online learning can facilitate the personalisation of learning. This is a blog post version of my keynote, which can be seen in full here.Why personalisation?
Personalisation is one of the buzzwords going around these days in educational circles, like experiential learning or competency-based learning. Sometimes when I look more closely at some of the current buzzwords I end up thinking: ‘Oh, is that what it is? But I’ve always done that – I just haven’t given it that name before.’
However, I think there are good reasons why we should be focusing more on personalisation in post-secondary education:
- the need to develop a wide range of knowledge and skills in learners for the 21st century;
- as the system has expanded, so has the diversity of students: in age, language ability, prior learning, and interests;
- a wider range of modes of delivery for students to choose from (campus, blended, fully online);
- a wider range of media accessible not only to instructors but also to learners themselves;
- the need to actively engage a very wide range of preferred learning styles, interests and motivation.
Clearly in such a context one size does not fit all. But with a continuously expanding post-secondary system and more pressures on faculty and instructors, how can we make learning more individualised in a cost-effective manner?Seven roads to personalisation
I can think of at least seven ways to make learning more personal. In my keynote I discuss the strengths and weaknesess of each of these approaches:.
- adaptive learning;
- competency-based learning;
- virtual personal learning environments;
- multi-media, multi-mode courses and learning materials;
- modularisation of courses and learning materials;
- new qualifications/certification (badges, nanodegrees, etc.);
- disaggregated services.
There are probably others and I would be interested in your suggestions. However I recommend that you look at the video presentation, as it provides more ‘flesh’ on each of these seven approaches to personalisation.An overall design approach to personalisation
Personalisation of learning will work best if it is embedded within an overall, coherent learning design, In my keynote I suggest one approach that fully exploits both the potential of online learning and the personalisation of learning:
- the development of the core skill of knowledge management within a particular subject domain (other skills development could also be included, such as independent learning, research, critical thinking, and 21st century communication)
- the use of open content by students, guided and supported by the instructor
- student-generated multi-media content through online project work
- active online discussion embedded within and across the different student projects
- assessment through personal e-portfolios and group project assessment.
Such an ‘open’ design allows for greater choice in topics and approaches by learners while still developing the core skills and knowledge needed by our learners in a digital age. Other designs are also of course possible to reach the same kind of overall learning goals.
The role of the instructor though remains crucial, both as a content expert, guiding students and ensuring that they meet the academic needs of the discipline, and in providing feedback and assessment of their learning.Conclusion
With knowledge continuing to rapidly grow and change, and a wide range of skills as well as knowledge needed in a knowledge-based society, we need new approaches to teaching that address such challenges.
Also because of increased diversity in our students and a wide range of different learning needs, we need to develop more flexible teaching methods and modes of delivery. This will also mean understanding better the differences between media and using them appropriately in our teaching.
Making learning more personal for our students is increasingly important, but it is only one element in new designs for learning. There are in fact many possibilities, limited only by the imagination and vision of teachers and instructors.
Presentation in English, with translation in Spanish. In this presentation I discuss the foundation of MOOCs in an approach based in experiential learning, as opposed to more traditional content-based learning. I outline the development of the technology to support the MOOC and from this describe the architecture of the Learning and Performance Support system, along with simulations and immersive technology being developed at the National Research Council.VI Jornadas pedagógicas en tecnología e innovación educativa, Guayaquil, Ecuador (Keynote) Nov 13, 2015 [Comment]
Instructure, maker of the Canvas (higher ed and K-12 markets) LMS and Bridge (corporate learning market) LMS, held their Initial Public Offering today. Prior to the IPO, Wall Street analysts focused on the company’s growth, its large losses, and the challenges of the education market. The company was priced on the lower end of its range ($16.00), and closed up 12.5% at $18.00.
This IPO and its lead up have been highly watched, particularly given the rapid growth in ed tech investments and questions on whether there are real businesses to emerge based on the investments. I had the opportunity to interview CEO Josh Coates today. What follows is an edited version of the interview, focusing mostly on how Instructure’s IPO will impact education markets and existing customers. I tried to capture as much of the Q&A verbatim as was feasible, but treat the answers below as a paraphrase.
Q. What are your impressions on how the IPO has gone so far?
A. The market in general has been a blood bath [ed. Dow down 585, or 3.3%, for the week], but we’re doing well so far. Given market conditions right now, we’re pleased as punch. We priced in range [ed. $16 – $18], and the market responding well. We’re really focused as a company 6-12 months down the road, but it is nice to get this IPO feedback.
Q. The use of funds in your S-1 filing indicates more of the same but with additional war chest. Do I read this correctly to say that you do not plan to change your limited mergers and acquisition (M&A) approach? If it’s just more of same, what is the biggest impact existing customers should expect (besides Jared Stein showing up in black Chevy Suburban with an entourage)?
A. We have a bias against M&A other than very limited cases. You are right that we plan no change of strategy with our usage of the funds [ed. they raised $70 million with the IPO]. Honestly, customers should expect no real change other than that they can now dig into our financials.
Q. Some of your competitors have been suggesting that the consistent losses listed in your S-1 means that you will have to raise prices. How do you respond? Will you be able to make additional revenue from existing clients?
A. Our prices are at market levels and we intend to keep them at market. We have fundamentally strong business that works, and it’s a healthy business, so we won’t have to do anything unnatural. [ed. I pushed back that there must be pressure to make additional revenue and upsell to existing clients]. Our upsell approach right now includes getting customers to add premium support. But we are a software company. Customers should expect us to create new independent software products every 12 – 18 months. Some existing customers will use, some won’t. That’s the strategy – create new business by building great new software.
Q. What is the relative importance of growth in K-12 vs Higher Ed vs Corporate Learning for your model over the next two years?
A. [ed. Josh did not directly answer this one but offered the following observations.] We have four markets that we serve – domestic higher ed, domestic K-12, domestic corporate learning, and international markets. Right now our fastest growth is in corporate learning, but that product, Bridge, was just released in February. Just behind that market in terms of growth is domestic K-12, which is largely a green-field market; we’ve just gotten started. It’s interesting, but by customer count, domestic K-12 is our largest market. We have to do well and grow in all four markets.
Q. Do you have any plans you can share on how long you’ll be at the company?
A. I will stick around as long as board will keep me. I love the job, have a lot more work to do, and have no active plans to leave.
Q. How will your IPO affect the broader ed tech market?
A. Everything is connected. The effect will be generally positive, providing an example of a little VC-backed company that launched in 2011 and has become a healthy independent company. This is a good proof point that education and training markets can support this type of company and investment.
Q. When will you aggressively target non-English-speaking international markets?
A. Both Canvas & Bridge are in 15 languages, and Instructure has clients in 25 countries. We provide phone support English & Spanish and soon Portuguese. We’re adding offices in multiple international cities including in Brazil. But we’re doing this carefully. [ed. I pushed back that in my visit to Latin America, very few people in ed tech had any real knowledge of Instructure.] You’re right – we’re just at point of setting up legal entities in Latin America and have done no marketing. We’re in the early days.
Given the nature of an IPO and SEC rules, some of these answers are not very specific and are in good faith. We’ll keep this interview in mind here at e-Literate, however, to see if the answers are backed up by future action.
The post Interview with Josh Coates, CEO of Instructure, on today’s IPO appeared first on e-Literate.
Need-to-Know-News: New Online Platform MasterClass, Emerging Battles over OER, & Salman Khan’s Lab School
“In Swan Song, Arne Duncan Extols School Progress Under His Tenure,” says The New York Times. Part of that song: the Department of Education boasted what Race to the Top has done for schools in a new 76-page report. Via Education Week: “What the Ed. Dept.’s New Race to the Top Report Reveals, and What It Avoids.”
On the heels of the Department of Education’s announcement that it’s going to experiment with letting students get financial aid for taking courses at MOOCs and bootcamps (here’s a “primer” on the policy by Edsurge), consulting firm Entangled Solutions says that it’s going to apply to become a “quality-assurance entity.” Inside Higher Ed has the details, but misses this key one: Entangled Solutions is run by Paul Freedman, whose company Altius Education had its “experiment” at Bridge College at Tiffin University shut down by an accreditor over concerns about outsourcing and quality control. God, this bootcamp thing is going to be a fucking disaster. Well done, Department of Ed. Well done.
Meanwhile, “The Department of Education Demands Greater Accountability From College Accreditors.” /headdesk
Hillary Clinton said something critical about charter schools while on the campaign trail, and considering the blowback, it’s a nice reminder of why most of the Democrats just keep their mouths shut on education policy.
Of course, the Republican candidates might do well to keep their mouths shut too. This gem from Ben Carson: “We know that the very best education is homeschool. The next is private school. The next is charter schools. And the last is public schools.” Homeschooled neurosurgeons FTW.
Via the LA School Report: “A year later, secrecy surrounds FBI probe of LAUSD's iPad program.”
“Newark was V1 of our education work,’’ Facebook CEO Mark Zuckerberg told Bloomberg. ”And so now we’re onto V2." Move fast and break things…Education in the Courts
The University of Illinois has paid $875,000 to settle Steven Salaita’s lawsuit, resulting from the school’s decision to fire Salaita based on comments he made on Twitter about Palestine.
“The Phi Kappa Psi fraternity chapter at the University of Virginia filed a $25 million lawsuit Monday against Rolling Stone magazine, which published an article in 2014 that alleged a freshman was gang raped at the house during a party,” The Washington Post reports.
Via Motherboard: “Court Docs Show a University Helped FBI Bust Silk Road 2, Child Porn Suspects.” That university: Carnegie Mellon. To help the FBI, researchers there attacked the Tor network, a system that helps anonymize Internet traffic. How did CMU IRB approve this, eh?
Via The New York Times: “A former Wesleyan University student pleaded guilty on Thursday to a federal drug dealing charge, admitting that he had distributed a party drug that left nearly a dozen students hospitalized, two in critical condition, after they overdosed on the drug last winter.”Testing, Testing…
Via Education Week: “PARCC Restructures, Allows States to Customize Test.” (States can now buy parts of the PARCC system and choose different vendors.)
Also via Education Week: “Paperless Testing: Most Grade 3–8 Students To Be Assessed Online in 2016.”
Udacity has raised $105 million. It’s now valued at $1 billion, which means the tech sector congratulates it as a “unicorn.” Investing in this round: Bertelsmann, Baillie Gifford, Emerson Collective, Google Ventures, Andreessen Horowitz, Charles River Ventures, and Drive Capital. The startup has raised $160 million total. More via Inside Higher Ed.
When Fortune writes “Why Ed Tech Is Currently ‘The Wild Wild West’” the answer it offers is not “because it’s dominated by imperialism and white male supremacy.” Why, it's almost like these people don't read my work at all. Anyway, I guess there was a Fortune-run panel at a Fortune-run conference where Daphne Koller weighed in on MOOCs, and other panelists made predictions about the coming demise of universities.
“Better Residential Learning Is The True Innovation of MOOCs,” IHE blogger Joshua Kim contends.
“Both Sides Of The Education Debate Are United In Scorn For Online Charter Schools,” says Buzzfeed’s Molly Hensley-Clancy (although I’m never sure what “both sides” really means as I find myself at odds with “both.”)
Also by Molly Hensley-Clancy: “Black Colleges Are Going Online, Following Their Students And The Money.”
It’s a pretty familiar promise in for-profit education: “Bloc’s Guarantee: Get a Job as a Programmer or Your Money Back.” (Bloc charges $24,000 for a 48-week online “coding bootcamp.”)
“The Starbucks Corporation this week announced that it will offer a tuition-free education to a spouse or child of its employees who are veterans or active-duty members of the U.S. military,” Inside Higher Ed reports. (That is, tuition-free education at ASU Online as part of Starbucks’ existing deal with the school.)Meanwhile on Campus
From Mizzou: “What’s Happening at the University of Missouri?” The football team protests and threatens a boycott, and, shocker, the school starts to listen. Via Vox: “How football and a hunger strike forced the University of Missouri president to resign.” Via NPR: “Demonstrators Clash With Journalists At The University Of Missouri.” [More via Vox](Student protestors at the University of Missouri want a "no media safe space"). (Well done, journalists who tried to make this story about you and not about Black students. Well done.) The university president resigns. From The Nation’s Dave Zirin: “3 Lessons from the University of Missouri President Tom Wolfe’s Resignation.” The chancellor of the Columbia campus R. Bowen Luftin resigned. The University of Missouri has selected Michael Middleton as its interim president. Two suspects who made threats to Black students via Yik Yak were apprehended. Via the St. Louis Post Dispatch: "Northwest Missouri State freshman posted social media threat to shoot black people, police say." Via Inside Higher Ed: "Missouri Police Apprehend Suspect in Yik Yak Threats." Via The LA Times: "Man arrested in University of Missouri threats had ‘deep interest’ in Oregon mass shooting." Via The Chronicle of Higher Education: "U. of Missouri Professor Offers to Resign After Declining to Cancel Class." (Resignation not accepted.) Via Boing Boing: "Mizzou student files complaint against teacher who asked for ‘muscle’ to block reporters." Via The New York Times: "University of Missouri Professor Who Confronted Photographer Quits Journalism Post." The NYT on the campus climate. "A Real Missouri ‘Concerned Student 1950’ Speaks, at Age 89" is an actual NYT headline. ("Real"?!)
From Yale: “Large Rally at Yale Follows Week of Racial Tensions” via Inside Higher Ed. “22 thoughts on the protests at Yale” by Dara Lind. “Yale’s big fight over sensitivity and free speech, explained,” Vox explains.
Elsewhere: a hunger strike at Claremont McKenna College. And then, “Dean at Claremont McKenna College Resigns Amid Protests.”
And The New York Times is on it: “Racial Discrimination Protests Ignite at Colleges Across the U.S.” Conor Friedersdorf wrote a couple of things in The Atlantic, but ugh. Do not link.
“The chancellor of the Georgia higher education system announced Friday afternoon that he plans to seek the merger of Albany State University, a historically black institution, with Darton State College, whose enrollment is about half white,” Inside Higher Ed reports.
“Kids In Texas Are More Likely To Get Tasered At School Than In Jail,” The Huffington Post reports.
Via ProPublica: “How 5 Florida Schools Ended Integration and Became Among Worst in State.”
“David Geffen, the entertainment industry executive, is giving $100 million to the University of California at Los Angeles for the institution to create a school for grades 6–12,” Inside Higher Ed reports.Go, School Sports Team!
The latest by Taylor Branch on the NCAA: “Toward Basic Rights for College Athletes.”
Via The News & Observer: “UNC dismisses two more employees in academic-athletic scandal.”
Via The Chronicle of Higher Education: “U. of Illinois Fires Athletic Director After Full Report of Former Coach’s Misconduct.”From the HR Department
Via WaPo: “Donald E. Graham, the longtime Washington publisher who engineered the sale of The Washington Post and formed a holding company to run a diverse collection of businesses, is stepping down as chief executive.” (That includes the for-profit Kaplan.)
“Blackboard lays off more employees,” The Washington Business Journal reports.
“Portland Community College fires teacher for quiz on shootings, pimps, prostitutes,” The Oregonian reports.
“Reprimand Upheld for Professor Who Wouldn't Assign $180 Text,” says Inside Higher Ed.Upgrades and Downgrades
Lots of Yik Yak in the news this week, a startup that has raised over $73 million in venture capital, particularly if it handed over user data following threats made on the platform. Via Vox’s Libby Nelson: “Colleges’ Yik Yak problem, explained.” Way to support a horrific environment, investors.
Elsewhere in tech investing: “Nearly every week, all around the world, wealthy people, self-made business owners and senior executives in a range of industries gather at private clubs, cultural centers or five-star hotels for free, invitation-only angel investing ‘boot camps’ intended to help them size up fledgling business ideas and the people behind them. The events are organized by Angel Labs, a global angel investor academy based in San Francisco whose mission is to widen the influence of angel investing, a field in which the relatively affluent put money into start-ups, usually in the tech industry.” More via The New York Times.
“How to Get Your Name into the Minds and Hearts of Teachers,” writes EdCamp director Hadley Ferguson in Edsurge, in an article I guess is directed at ed-tech companies. The answer: product placement and sponsorships to EdCamps. Because grassroots, baby.
“Math tutoring service in the form of a phone sex hotline.” Stay classy, ed-tech.
“Schools Can’t Stop Kids From Sexting. More Technology Can,” Jonathan Zimmerman argues in a NYT op-ed. Moar technology!
Google says its “Expeditions Pioneer Program” is coming to 15 new cities.
Ed-tech is not all awful. See, for example, Jim Groom on “Reclaiming Community at BYU with Known.” Or Clint Lalonde on “An open edtech playground infrastructure (or the magic of Grant Potter).” But let’s be honest. Most of ed-tech is pretty damn awful.Funding and Acquisitions and Quarterly Reports
In addition to Udacity’s $100+ million funding round…
The tutoring company Varsity Tutors has raised $50 million from Technology Crossover Ventures, Adam Levine, and Stuart Udell. The startup has raised $57 million total.
“The Silicon School Fund debuted a $40 million fund to be invested in 40 new schools in the San Francisco Bay Area, benefiting 20,000 students, over the next five years,” Edsurge reports.
Macat has raised $30 million from unnamed sources. The company offers “a library of commissioned multimedia analyses of seminal texts in the humanities and social sciences that aim to improve the user’s critical thinking,” says Edsurge.
Hullabalu has raised $2.5 million in seed funding from Technicolor Ventures, Vayner RSE, SparkLabs Global, Rothenberg Ventures, 645 Ventures, Great Oaks VC, SV Angel, Scout Ventures, Liberty City, Nasir Jones, Carmelo Anthony, and Joanne Wilson. I mean if Carmelo Anthony is in on it, you know this “interactive story platform” has got to be… bwa ha ha, sorry Knicks fans. Anyway, Hullabalu has raised $6.45 million total.
Shirsa Labs has raised $250,000 in angel funding from ah! Ventures for its “50 week virtual after school program.”
Edsurge says that Touchpress is seeking a buyer for its educational iPad apps.
Via Politico: “SEC filings due for the third quarter of 2015 show that many for-profit college operators are again seeing lower revenue and fewer students than at this time last year, as regulations, lawsuits and closures continue to plague the industry. ITT Educational Services, which filed its third quarter results on Friday, reported a 16 percent revenue decrease and similar drop in enrollment for the three months ended Sept. 30, compared to the same period in 2014. DeVry disclosed a total revenue decrease of 4.5 percent, or about $441 million, for the same period . Strayer’s revenues fell 2 percent to about $99 million. And as we reported last month, Apollo made about $600 million in the quarter ending Aug. 31, compared to $696 million in the fourth quarter 2014. But Capella reported a third-quarter revenue of nearly $104 million, up from about $103 million in the same three months last year. And its enrollment increased over 4 percent.” But I'm sure bootcamps are gonna be terrific.Data, Privacy, and Surveillance
“At least 100 students at a high school in Cañon City traded naked pictures of themselves, the authorities said Friday, part of a large sexting ring.” More via The New York Times.
Via The Intercept: “Not So Securus: Massive Hack of 70 Million Prisoner Phone Calls Indicates Violations of Attorney-Client Privilege.”Data and “Research”
Via The Washington Post: “Education researchers caution against using students’ test scores to evaluate teachers.” That is AERA vs VAM, for those who prefer news items reduced to acronyms.
Via Pacific Standard: “Unconscious Teacher Bias Harms Black College Students.”
I forget: is rule-breaking for innovators good or bad? Anyhoo, Michael Horn, formerly of the Clayton Christensen Institute, writes in Edsurge about “How Amplify Broke All the Rules for Innovators.”
Of those elites at the World Innovation Summit of Education in Doha, Qatar, a survey “found just 39% of global education leaders believe their institutions adequately address the skills gap, and in the U.S., where more educators think so, few employers agree.”
A survey by CompTIA found that “96 percent of people between the ages of 13 and 24 either like or love technology, only 19 percent of those 18 to 24 and 13 percent of those 13 to 17 said they were interested in IT careers.”
Research from the RAND Corporation and the Gates Foundation says there’s been “continuing progress” on personalized learning.
“The National Science Foundation (NSF) will give North Carolina State University a nearly $800,000 grant to study how digital learning programs can best benefit students,” says Campus Technology.
The costs of textbook – data, blogged. “Bad Data Can Lead To Bad Policy: College students don't spend $1,200+ on textbooks,” says Phil Hill. “Asking What Students Spend on Textbooks Is the Wrong Question” Mike Caulfield responds. “Asking What Students Spend On Textbooks Is Very Important, But Insufficient” Phil Hill agrees. David Wiley weighs in with “The Practical Cost of Textbooks.” Phil Hillthen offers “Data To Back Up Concerns Of Textbook Expenditures By First-Generation Students.”
Via The New York Times: “Breakthrough Prize Looks to Stars to Shine on Science.” Or there’s this headline from Entrepreneur magazine: “ Why Mark Zuckerberg Just Gave This High School Student $400,000.”
The latest from the Pew Research Center: “Google Play Store Apps Permissions.”
Via Singularity University’s Singularity Hub: “Online Education in 2025: Here’s What to Expect.”
From Renaissance Learning, maker of Accelerated Reader, the latest “What Kids Are Reading” report.
“The Benefits of the Ukulele on Kids’ Attitudes.” (But the research involves Canadian children, so please let’s not extrapolate to the US. Please.)RIP
Con motivo del número 50 de RED, previsto para el próximo verano (julio o septiembre de 2016), tenemos prevista la edición de un número especial con los artículos mas citados y de más impacto como aportación de estos 15 años (desde diciembre de 2001 a noviembre de 2016).
Con la ayuda de Harzing, que es un programa con los mismos algoritmos que Google Scholar, hemos obtenido los siguientes resultados, que nos darían una primera aproximación a lo que será el número especial 50, y sobre todo a cuales son los indices de citación y la producción de RED en sus catorce años de existencia:
La mala noticia es que al calcular los indices para obtener el próximo h5, que es con el que funciona Google Sholar hemos obtenido un indice h5=9:
Si todo fuese como este último año nos quedaríamos fuera del Top100, cuyo valor último de h5 es 11, salvo que en el mes y medio que queda de 2015, dos o tres de los trabajos que tienen 10 ó 9 citas recibiesen respectivamente 1, 2 ó 3 citas. Lo cual es prácticamente imposible.
Queda una esperanza, aparte de conseguir esas citas, y es que Google Scholar trabaja más fino que Harzing, sus algoritmos están más depurados y captura todas las citas. Harzing es en este sentido una herramienta outlet.
Este hecho lo hemos confirmado cuando al obtener los indices de la revista Hacienda Pública Española, que es la revista que nos pisa los talones, con h5=12 y mediana h5=17, Harzing le ha otorgado, en el mismo momento que a RED le daba 9, un h5=7. Es un consuelo.
En cualquier caso, como vemos, Harzing nos ofrece un buen método de análisis para orientar la labor editorial.
I received this ‘gift’ from the Inholland Research Group Teaching and Learning with Technology. They took my ‘full’ CV (over 60 pages) and ran it through Wordle and produced this word cloud (appropriately in the shape of a plane, as I have a private pilot’s license). I haven’t updated my CV on my web site since 2008, so it doesn’t feature ‘online learning’ or ‘e-learning’ as much as it should, but otherwise it’s a fair reflection. Just a reminder though to keep my CV updated!
Perhaps more interesting is the second word cloud that they produced. They ran the entire text (all 500 pages) of Teaching in a Digital Age, and this is what Wordle produced:
I am very pleased that learning, teaching and students are the most used words in my book, with knowledge, skills, online, media and technology important but subsidiary. The word cloud really captures the issues and topics in the book and to some extent their relative importance. Also a few stylistic words popped up, such as ‘However’, ‘particular’, ‘different’ and ‘important’. Not sure what to make of that!
Following my keynote at the ‘Dé Onderwijsdagen’ conference in the Netherlands this week (a blog post about my presentation and a video recording of the full presentation will be available shortly), I was interviewed by Zac Woolfitt from Inholland, a large multi-campus Hogeschool (University of Applied Science) in the Netherlands.
Inholland is just embarking on implementing blended and hybrid learning, and is using my book as a guide for faculty and instructors.
This is a short (under 10 minutes) edited recording of the interview (click on the image above or here to play the recording).
Here are the questions I try to address in the interview:
- how should an organisation take the [necessary] steps into blended learning?
- how are institutions using the book [Teaching in a Digital Age] for faculty development?
- could Inholland use my book for a teacher training course?
- what advice would you give to teachers? Is there an approach you would recommend (for blended learning)?
- are there trends that are pushing [online learning]?
- what advice would you give our Board of Governors about the right way to move forward?
Video courtesy of the European Distance and E-Learning Network (EDEN)
Networks are everything by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
Una colección de recursos para que los alumnos que están aprendiendo con metodología ABP pongan en marcha y evalúen tareas y actividades como la creación de murales, la organización de exposiciones o la creación de códigos QR.
Recursos abiertos que los docentes pueden descargar, imprimir y modificar para nuestros alumnos. También pueden formar parte de contenidos educativos o espacios virtuales (blogs, páginas de centros...) creados por los profesores y profesoras.