Classroom 2.0

There are three cognitive loads that impact the efficient formation of schemas. Extraneous cognitive load are those not directly required to master a task and have a negative impact on schema formation, reducing these is desirable and can be achieved through efficient design. Intrinsic cognitive load is that which is inherent in the task and for the most part cannot be reduced. Tasks with high intrinsic cognitive load are by nature more complex for an individual and in the long term are managed through equally complex schema. Germane cognitive load refers to the mental resources devoted to the efficient formation of schemas and is seen to have a positive effect on learning. Understanding these things will allow us to more effectively target our efforts as learners and teachers ensuring the cognitive load theory has a valuable role to play.

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In technology circles the importance of the 'platform' is important and well understood. The companies that have had the most success in recent times are those that have become the platforms upon which great ideas are built. But what would it look like if a school imagined itself as a 'platform' in this model?

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A discussion of curriculum review and nationalisation reveals a messy field with no clear way of meeting the needs of all involved. What lessons might we learn from high-performing international systems and what are the dangers of borrowing ideas?

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If we teach our children to think then they will do better on the test and they will do better in life. This was one of the clear messages delivered by the presenters at the International Conference on Thinking (ICOT) in Bilbao, Spain.

In the song 'There's a Hole in the Bucket' we are introduced to Liza and Henry as the overcome the difficulties caused by a bucket with a a hole in it. Liza sets Henry the task of collecting water but as we soon find out this is no simple task.

New generation of blogging tools. Easy to use and great for teachers to use with students.

Awesome tool to get students actively engaged. Teacher has the ability to monitor all student accounts.

U.a. auch: Quizzes oder Puzzles, erstellen und als iframe in jede Website einbetten

Intuitiv bedienbares webbasiertes Learning Design Tool. Drag & Drop Lerneinheiten. Kostenlose Templates.

Microsoft App (Web und mobile Apps), um kinderleicht mit wenigen Klicks/Touchs Ideen, Themen, Content aller Art in ansprechendem Design zu erstellen und plattformübergreifend zur Verfügung zu stellen. Funktioniert auf Web, Tablets und Smartphones. Gut für: Lehrkräfte, SchülerInnen und Studierende, die optisch ansprechende Präsentationen von Projekten, Ideen, Themen mit ein paar Mausklicks und Texten veröffentlichen möchten, die auf allen Endgeräten gut aussehen.

Free tools for UDL

V plastenki, zaprtim z balonom, se je temperatura plinu zviševala in balon se je napihoval. To pomeni, da se je plin raztezal in povečeval svoj volumen. Če bi imeli namesto balona zamašek, bi se plinu povečal tlak. Zato lahko povemo, da se s povečevanjem temperature plina, lahko povečata njegov volumen in njegov tlak.

'Design Thinking' might just be the next 'new' old thing in education. In her recent address to the National Press Club, Catherine Livingstone of The Business Council of Australia included 'Design Thinking' amongst the critical STEM skills required for Australia's future. But what do we mean by 'Design Thinking' and why should educators be interested?

Recently I read Amanda Ripley's thought provoking book 'The Smartest Kids in the World: And How They Got That Way' in which through a comparative study of foreign exchange students she reports from the inside on the modern powerhouses of education. Amanda set out to explain why some countries are able to outperform others on PISA scores.

Recently I read Amanda Ripley's thought provoking book 'The Smartest Kids in the World: And How They Got That Way' in which through a comparative study of foreign exchange students she reports from the inside on the modern powerhouses of education. Amanda set out to explain why some countries are able to outperform others on PISA scores.

"Metacognition (or thinking about thinking) is the secret to and driving force behind all effective learning. If you want your students to learn as much as possible, then you want to maximize the amount of metacognition they're doing. It's a pretty simple equation. The only problem is that most classrooms are set up to promote metacognition in the teachers, not the students."

In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise. Design Thinking might be the answer.

Recently I have found a number of ideas on the web that were particularly interesting and together paint a compelling picture of education's future. Each fits into a model where the focus is on developing skills, dispositions and habits that will last into the future - long life skills.