Teaching literacy—reading and writing—is a core mission for schools, but today's young people increasingly "read" 3-D computer simulations and "write" via social networks such as Facebook. A growing chorus of experts say schools should add these forms of communication to their literacy mission as "technology literacy."
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Stop Disasters - 1 views
Trading Around the World - 0 views
Virtual Dice - 1 views
Planets - 0 views
Games Can Teach - 0 views
FT.com / Business Education - Blended learning: Technology helps facilitate the face-to... - 0 views
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The future of blended learning is about choice and personalisation. Ashridge’s online learning platform, called Virtual Ashridge, lets students home in on certain interests and choose a style of learning that fits their personality without information overload.
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Blended learning is also evolving to combine online and in person teaching, leading to simulated face-to-face solutions. For example, Duke Corporate Education (Duke CE), has developed an online induction game with one of its clients. New employees have to deal with an unhappy customer played by an experienced person in the organisation. The game is overseen by an instructor and peers can watch and listen to the session.
Roller Coaster - 2 views
SPACE - 1 views
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SPACE is a 3D teaching and learning resource, particularly aimed at supporting performing arts lecturers/teachers and students in both Higher and Further Education.
LOOPY: a tool for thinking in systems - 3 views
What's the Difference Between Coding and Computational Thinking? | EdSurge News - 1 views
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Let’s get into a simple, but longer definition. When given any problem, can we formulate it so that it can solved using the power of computers? A computational thinker is one who collects data and analyzes it to understand the problem. That person then decomposes (breaks it down) into simpler problems. Instead of solving only that problem, you look for patterns, remove details and abstract so you can solve all problems of that type. You define the steps to solve the problem (the algorithm) and if possible, build a model to simulate, test and debug the solution.
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"In my last EdSurge article, "Computer Science Goes Beyond Coding," I wrote about the difference between coding and computer science, to help us understand what we mean by phrases like "Teach kids to code" and "Computer science for all." In that article and in many other articles, there is another term that appears often: "Computational thinking." Well, what is Computational Thinking (CT), and how does it differ from Coding and Computer Science-especially when it comes to classroom practice and instruction?"
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