Learn 100 TED Talks Lessons In 5 Minutes Which Most People Need 70 Hours For The other week I watched 70 hours of TED talks; short, 18-minute talks given by inspirational leaders in the fields of Technology,Entertainment, and Design (TED). I watched 296 talks in total, and I recently went through the list of what I watched, weeded out the crappy and boring talks, and created a list of the 100 best things I learned ! This article isn’t entirely about productivity, but I guarantee you’ll learn a thing or two. Here are 100 incredible things I learned watching 70 hours of TED talks last week! Productivity 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Here are three other productivity experiments I’ve done recently: Meditating for 35 hours over 7 days; using my smartphone for only an hour a day for three months; living in total reclusion for 10 days. More TED Talks lessons: Speak like a Pro- 15 lessons learned from watching TED TALKS Becoming a better human 23, 24, 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35, 36, 37, 38, 39. 40, 41. 42.
How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business He started by telling them that there were kids in other parts of the world who could memorize pi to hundreds of decimal points. They could write symphonies and build robots and airplanes. Most people wouldn't think that the students at José Urbina López could do those kinds of things. Kids just across the border in Brownsville, Texas, had laptops, high-speed Internet, and tutoring, while in Matamoros the students had intermittent electricity, few computers, limited Internet, and sometimes not enough to eat. "But you do have one thing that makes you the equal of any kid in the world," Juárez Correa said. He looked around the room. Paloma was silent, waiting to be told what to do. "So," Juárez Correa said, "what do you want to learn?" In 1999, Sugata Mitra was chief scientist at a company in New Delhi that trains software developers. Over the years, Mitra got more ambitious. Over the next 75 days, the children worked out how to use the computer and began to learn.
Petite histoire de la formation à distance – infographie Quand on parle de formation à distance, on pense immédiatement à l’e-learning et à Internet. Mais en réalité, la formation à distance a déjà une très longue histoire derrière elle, vieille de près de 3 siècles. Voici une infographie et un article pour revoir un peu cette petite histoire de la formation à distance. Avertissement : cette infographie et l’article qui l’accompagne sont extraits d’une ressource du cours « Apprendre en ligne » que je me prépare à lancer dans les prochaines semaines. Ce cours sera offert à l’inscription de tout autre cours en ligne que je proposerai bientôt. Mise à jour 7-02-2014 : MOOC ITyPA. La formation à distance : une histoire vieille de près de trois siècles ! L’engouement récent pour les MOOCs (cours en ligne massif et ouverts) et pour l’e-learning en général nous font oublier à quel point l’histoire de la formation à distance est déjà riche et ancienne. (Cliquez sur l’infographie pour l’agrandir). Petite histoire de la formation à distance J'aime :
Why new technologies could never replace great teaching | Teacher Network | Guardian Professional At a recent British Council debate, Is teaching obsolete?, executive headteacher Pamela Wright, called for caution around technology in teaching. Here is a transcript of her argument. I am a passionate believer in the teaching profession. Teachers do not simply impart information and knowledge; teaching is not merely about systems, facts, figures and certainly does not exist to promote insularity and lack of social interaction. If any of these elements were true, then my argument would fall down immediately. So where do I stand as an educator, as a leader in education? The question I ask every day is what does the child need and what is the best way to ensure that every one of that child's needs are met? Our goal as teachers fundamentally is to encourage independent thought, independent enquiry and ultimately independent learning. Education is much more complex than that. Teachers don't simply teach concepts and skills. That said, technology can only do so much.
The 33 Digital Skills Every 21st Century Teacher should Have By EdTech Team Updated on march 2, 2015 : The original list that was created in 2011 comprised 33 skills , after reviewing it we decided to do some merging and finally ended up with the 20 skills below. The 21st century teacher should be able to : 1- Create and edit digital audio Here are some tools for teachers to develop this skill :Free Audio Tools for Teachers 2- Use Social bookmarking to share resources with and between learners Here are some tools for teachers to develop this skill : A List of Best Bookmarking Websites for Teachers 3- Use blogs and wikis to create online platforms for students Here are some tools for teachers to develop this skill : Great Tools to Create Protected Blogs and Webpages for your Class 4- Exploit digital images for classroom use Here are some tools for teachers to develop this skill :Web Tools to Edit Pictures without Installing any softwareTools to Convert Photos into Cartoons
Our Thinking Has To Change This is a bit of a rant… This morning I was pinged on a tweet sharing the article, “Why new technologies could never replace great teaching“. For some reason, I was up early and read the article and then was WIDE AWAKE. Along with the author, I have a strong belief in the teaching profession. One of the quotes from the article really caught my attention: Put at its simplest, if future models of learning means encouraging young people to spend prolonged periods in front of faceless computer screens, exposed to largely unregulated material in an inherently unsafe environment, then that is clearly not the way forward. Wow…a lot of assumptions made there. There are a lot of people that are spending a lot of time on computers and connecting with people. I agree that there is unregulated material online, which is actually a negative and a positive. The other idea that the the Internet is an “unsafe” environment is also one that is basically jumping to one side of the fence.
In 2012, the biggest changes on the Web were in online education, social networks, and the increasing use of smartphones and tablets. Live and learn: Everybody went mobile in 2012 (or so it seemed), but the most groundbreaking movement on the Web may have been the rise of digital education. For all the attention lavished on the Web’s growth on mobile devices this year, one of the most interesting Internet trends is still best experienced on a desktop computer: online education. The rising cost of higher education (the average bachelor’s degree now costs more than $100,000), combined with increasing access to high-speed Internet service and a desire for more efficient and flexible learning methods, brought new prominence to websites offering free or low-priced courses in everything from programming to literature. Free online code-learning startup Codecademy’s effort to teach novices to code snagged more than 400,000 participants for its weekly lessons in JavaScript, HTML, and CSS. Another segment of the Web that experienced major changes in 2012 was social networking.
How Students Learn by Explaining Their Thinking November 19, 2013 by Norene Wiesen If you want to master something, teach it. Or so the saying goes. But is the platitude based in fact? The Self-Explanation Effect Research shows that coming up with an explanation can help students learn more effectively than having an explanation handed to them (Fonesca and Chi, 2010). How Explaining Helps Students Learn How does explaining yield these results? It translates explicit knowledge into implicit know-how. There’s recent evidence, as well, that explaining may be easier than predicting. Why Does Explaining Help Learning? One theory says that explaining sheds light on causal relationships and causal mechanisms. An alternate theory suggests that explaining helps learning because it requires the learner to relate a specific property or event to more general principles or patterns. Much is still unknown about the role of explanation in learning, but it’s clear that explaining engages the brain in a way that other tasks do not. References:
Connectivism: A Learning Theory for the Digital Age Connectivism: A Learning Theory for the Digital Age December 12, 2004 George Siemens Update (April 5, 2005): I've added a website to explore this concept at www.connectivism.ca Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Background Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11). Driscoll (2000, p14-17) explores some of the complexities of defining learning. Conclusion:
Secret Teacher: we can't be outstanding every day, so why judge us on that? | Teacher Network | Guardian Professional Priorities. We don't always agree on them, we sometimes lose sight of them, we often get them wrong, but I think we can all agree on one thing – we need to get them straight. The problem in education right now is that we have far too many priorities. I sit in meetings where it seems that we get a new top priority weekly. Of course, we all know that you cannot have more than a few priorities or they all cease to be priorities. This week, including a numeracy outcome in our lessons is our top priority. We also have new focus groups in school. We have so many priorities and so many different focus areas that we all have stress paralysis. We all, as a profession, readily accept that the good and outstanding descriptions of lessons is nigh on impossible to deliver on a daily basis. We have to allow our teachers to get back to the basics of good teaching and allow them the freedom and time to prepare and deliver lessons that inspire and motivate.