Future of Education: Breaking The Connection Between Learning and Assessment - Epic 2020 It is the best of times. It is the worst of times. Let's find out. Sal Khan The road to 2020 began in 2009. Sal Khan starts the Khan Academy. His goal? In response, Google buys two non-profits, the Khan Academy and Udacity. If you want more information on the topics presented in Epic 2020, look at this complementary video entitled "The Breaking Point": Duration: 24':20" Boletín LLECE: La importancia de las habilidades no cognitivas en la educación post-2015 A medida que el movimiento global ‘Educación para Todos’ (EPT) se acerca al fin de su ciclo en el año 2015, llega para los países el momento de dar cuenta de los logros alcanzados y los desafíos pendientes con respecto a las seis Metas que fundamentan la iniciativa EPT. En los últimos años la región América Latina y Caribe ha logrado progreso internacionalmente reconocido en las seis metas de EPT. Se destacan por ejemplo logros en cobertura y acceso a la educación, en todos los niveles del sistema escolar. Cabe sin embargo subrayar la meta 6, correspondiente a la calidad de la educación, la cual está crónicamente retrasada en la región, y que es el principal objetivo de estudio del Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación de la UNESCO (LLECE). La comunidad educativa internacional desarrolla actualmente esfuerzos para el diseño de la agenda educacional post-2015. Este enfoque se refleja en pruebas internacionales, por ejemplo TIMSS, PISA y TERCE.
Nine key characteristics of knowmads in Society 3.0 A knowmad is what I have previously termed a nomadic knowledge and innovation worker – that is, a creative, imaginative, and innovative person who can work with almost anybody, anytime, and anywhere. Moreover, knowmads are valued for the personal knowledge that they possess, and this knowledge gives them a competitive advantage. Industrial society is giving way to knowledge and innovation work. In Invisible Learning, Cristóbal Cobo and I presented a “passport of skills for a knowmad” (p. 57). Knowmads… Are not restricted to a specific age. The remixing of places and social relationships is also impacting education. These questions –and more– will be explored further in the book Knowmad Society, which will be released later this year. Note: Due to current social structures that limit participation in the new society (i.e., access to pooled health insurance), the largest growth in knowmadic workers today are among youth and older workers.
Why Curation Will Transform Education and Learning: 10 Key Reasons There is a growing number of key trends that are both rapidly revolutionizing the world of education as we know it and opening up opportunities to review and upgrade the role and scope of many of its existing institutions, (as the likeliness that they are going to soon become obsolete and unsustainable, is right in front of anyone's eyes). George Siemens, in his recent Open Letter to Canadian Universities, sums them up well: 1) An Overwhelming Abundance of Information Which Begs To Be OrganizedThe goal is not (and probably it never was) to learn or memorize all of the information available out there. It's just too much even if we focus only on the very essence of it. The goal is to learn how to learn, to know where to look for something and to be able to identify which parts of all the information available are most relevant to learn or achieve a certain goal or objective.This is why new digital literacy skills are of such great importance. From the New York Times: "...Mr.
Meta-Collaboration: Thinking With Another What if we could dramatically improve our thought processes and learning strategies by tapping into the social genius of another? What if a classmate, colleague, or friend could help us recognize and claim our strengths, new habits of thought, and strategies from a perspective that we never imagined by ourselves? As human beings, our survival depends on others. Ushering in the Conceptual Age The two aspects of being human that set us apart from other mammals are metacognition and the deep desire to belong or feel felt. Feeling the emotions of others, social acceptance, and cooperation are critical to our early development of the identity and industry stages. Design to change the world in significant ways Story or narrative skills focused on understanding Symphony and synthesis Empathy Play The pursuit of meaning To empathize and make meaning out of our cooperative experiences using the imagination is our reason for bringing metacognitive collaboration into the classroom. 1. 2. 3. 4.
Rethinking human capital development in Knowmad Society Note: This text is adapted from the original Spanish-language text that I wrote for the first Chapter 1 in Invisible Learning (a book co-written with Cristóbal Cobo). An updated and expanded version of this text will also appear in the next volume, Knowmad Society, due for release later in 2012, and is being shared early to ignite discussion for the upcoming On the Horizon special issue on “Borderless Society.” (The call for papers is still open.) This working paper presents a framework for conceptualizing changes in society, driven by the forces of globalization, transformations of knowledge society, and accelerating change. The paradoxical co-existence of “Education 1.0” in “Society 3.0” Society 1.0 Society 1.0 refers to the agricultural to industrial-based society that was largely present through the 18th century through the end of the 20th century. The rise of the industrial economy saw growth in wage and salary-based enterprises. Society 2.0 Society 3.0 Figure 1. [Note. Knowmads:
Framework for 21st Century Learning The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century and beyond. The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century student outcomes (as represented by the arches of the rainbow) and 21st century learning support systems (as represented by the pools at the bottom). While the graphic represents each element distinctly for descriptive purposes, P21 views all the components as fully interconnected in the process of 21st century teaching and learning. 21st Century Student Outcomes and Support Systems 21st Century Student Outcomes 1. 2. 3. 4. 21st Century Support Systems 1. 21st Century Standards 2.
Los principios de la evaluación La evaluación es metodología de trabajo La evaluación es un proceso De las funciones de la evaluación y de las características antes mencionadas se desprende que ésta constituye un proceso integral que abarca el progreso académico del alumno (información, conocimientos, interpretación, etc.) y sus actitudes, intereses, hábitos de trabajo, etc. Evaluación de procesos y productos Entre los instrumentos de esta naturaleza se hallan las escalas de procesos y productos educativos. Con las técnicas audiovisuales modernas existen medios como el vídeo y las diferentes formas de grabación para registrar los procesos y los productos, pero en los centros carentes de recursos hay que emplear procedimientos más rudimentarios. Con respecto a los procesos, pueden considerarse dos principales aspectos: los relacionados con la eficiencia y los relacionados con la exactitud. El momento de la pre-tarea no debe ser eludido por el profesor. Es en esta fase donde comienza el proceso de evaluación.
Knowmads, Infocology of the future Emerging Perspectives on Learning, Teaching and Technology La Evaluación de Estudiantes en la Era Digital | Comunidad UAM® TIC Como educadores olvidamos en el día a día que una de las fuerzas que moldean en mayor medida el comportamiento de nuestros estudiantes es la evaluación. En muchos casos pretendemos que es el deseo de aprender, el gusto por la asignatura o la simpatía del docente lo que guía a los estudiantes a lo largo del semestre académico, pero no. La cruda realidad es que los estudiantes se ven moldeados por la evaluación, pueden saber mucho, puede gustarles mucho la asignatura, pueden adorar al docente, su objetivo es pasar las evaluaciones y pasar el semestre. Esto ya es una conclusión de peso que debería obligarnos a los docentes a replantear constantemente la forma como planteamos las evaluaciones. Aquí está entonces la traducción: Tony Bates La historia hasta ahora El capítulo 5 de mi libro de texto «Enseñanza en la era digital» Teaching in a Digital Age es acerca de la enseñanza y el aprendizaje, y lo estoy escribiendo y publicando a medida que avanzo. Evaluación del alumno Earle, 2003 En conclusión
Invisible Learning Educating Players: Are Games the Future of Education? CAMBRIDGE, Mass.—Smart phones, tablets and video game systems are often seen as distractions to school children in developed countries, which tend to adhere to a strict teacher-student educational model. At Technology Review‘s Emerging Technologies (EmTech) conference here on October 25, a panel of technologists and educators posited that it’s time to embrace students’ use of such technologies and rethink learning in both developed and developing countries. “The issue isn’t education or schools—it’s learning,” panelist Nicholas Negroponte, founder and chairman emeritus of M.I.T.’s Media Lab and the chairman of the One Laptop Per Child (OLPC) foundation, said. “The fork in the road is the difference between knowing and understanding. We test people on what they know, but they might not understand a thing.” Not a new argument, but Negroponte’s approach to resolving it has been novel. Credit: paz.ca/Flickr