Based on the technology thatstudents value, what types ofinstructional activities might "easily"fit into your own learning andteaching environment?
Mobile Education Landscape ReportMobile connectivity providesan opportunity to offer newways of teaching and learningthat ultimately will improveperformance. Mobile willincrease access to up-to-datematerials, will enablecollaboration and strengthenlearner engagement.http://www.ambientinsight.com/News/Ambient-Insight-highlighted-in-GSMA-reports.aspx
Education 3.0learners play a key role as creators ofknowledge artifacts that are shared, andwhere social networking and socialbenefits outside the immediate scope ofactivity play a strong role.http://p2pfoundation.net/Education_3.0
ConstructivismLearners communicate with each other, andshare their understandings, feelings,knowledge, and experience, to come up withnew knowledge.The teacher becomes the facilitator, and thelearners are encouraged to interact, exchangeviews and experience and co-construct meaningand knowledge that is based on their needs(still with the teachers’ intervention.)http://suifaijohnmak.wordpress.com/2009/03/19/learning-metaphor-understanding-of-an-elephant-based-on-instructivism-constr
http://www.tmstaffordllc.com/1/post/2013/03/what-are-the-seven-laws-of-adult-learning.htmlWhat Are The Seven Laws of Adult Learning?
1. Adults need to know why they need to know something before they arewilling to invest time and energy in learning.—- m-learning can bedesigned to address personal development goals and is voluntary2. Adults have a deep psychological need to be self-directing and to takeresponsibility for their own learning. —- m-learning environments can beadaptable to personal needs3. Adults have a wide variety of backgrounds and experience and it cannot beassumed that all adult learners come from the same starting point. —- m-learning environments can be individualized4. Adults become ready to learn something when they need to know it to beable to cope effectively with real-life situations. —- m-learning is flexible,can be tailored around daily routine and is interruptable5. Adults are task-oriented in their learning. They learn things best in thecontext of using them to do things they want to do. —- using m-learningin lifelong learning settings: e.g. language learning for professionaldevelopment, can be integrated into real, everyday lifehttp://mobilegbl.wordpress.com/2012/05/20/m-gbl-and-adult-learners/
Project-Based Learning as Education 2.0 and Andragogyhttp://learninginhand.com/pbl/
A new system (of education) in which learningis best conceived of as a flow, where learningresources are not scarce but widely available,opportunities for learning are abundant, andlearners increasingly have the ability toautonomously dip into and out of continuouslearning flows.http://www.fastcoexist.com/1681507/the-future-of-education-eliminates-the-classroom-because-the-world-is-your-class
Instead of worrying about how to distributescarce educational resources, the challengewe need to start grappling with is how toattract people to dip into the rapidly growingflow of learning resources in order to createmore opportunities for a better life.http://www.fastcoexist.com/1681507/the-future-of-education-eliminates-the-classroom-because-the-world-is-your-class
http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/Fostering autonomous andself-regulated learners.When an instructor does for learners what learnersshould do for themselves, the learning experience isincomplete. Developing capacity for learning and themindsets needed to be successful learners is a centralattribute. We are not only concerned with theepistemological development of learners (knowingstuff) – we target ontological development (being acertain type of person) as well.
http://heutagogycop.wordpress.com/2013/03/31/providing-a-compass-neuroscience-heutagogy/Neuroscience supports the tenets of heutagogyinvolve the learner in designing their own learning content and process as apartner;make the curriculum flexible so that new questions and understanding canbe explored as new neuronal pathways are explored;individualise learning as much as possible;provide flexible or negotiated assessment;enable the learner to contextualise concepts, knowledge and newunderstanding;provide lots of resources and let the learner explore;differentiate between knowledge and skill acquisition (competencies) anddeep learning;recognise the importance of informal learning and that we only need toenable it rather than control it;have confidence in the learner;and recognise that teaching can become a block to learning
ConnectivismLearners encourage each other to be involved innetworks, internet use, and make use of theirsensemaking (metacognition skills – thinking how tothink), patterning (knowledge recognition), and way-finding (identifying their goals and mission throughthose networks and community involvement) andrealizing the emergent knowledge (ontology – learningto be) through an integration of informal learning withtheir formal education.http://suifaijohnmak.wordpress.com/2009/03/19/learning-metaphor-understanding-of-an-elephant-based-on-instructivism-constructivism-and-connectivism/