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Nancy Prentice

The Harsh Reality of the Classroom of the Future - Edudemic - 0 views

edudemic.com/...classroom-of-the-future

Classroom digital

shared by Nancy Prentice on 04 Mar 13 - No Cached
  • the classroom of the future: picture huge, multipurpose spaces that allow for seminar areas, group work using a projector for feeding back to others, private work areas and an area for IT use. How many schools do you know that have classrooms with this amount of space?
  • by utilizing technology in the right way, the dynamics of the classroom could be radically changed for the better
  • I see what they see – I see if what I’m showing them looks worthwhile, if it’s presented in an engaging way, if it’s even legible. All of these things matter, but when we’re at the front, we don’t remember that they matter.
  • ...2 more annotations...
  • simply try sitting amongst your students; it changes everything
  • Anytime, anywhere learning isn’t just about students going off and learning in their own time, it’s about finding ways of making the classroom a more dynamic space
Nancy Prentice

Exploring Curation as a core competency in digital and media literacy education | Mihai... - 0 views

www-jime.open.ac.uk/...html

curation InformationLiteracy

shared by Nancy Prentice on 06 May 13 - No Cached
  • A 2010 Kaiser Family Foundation study found that 'Eight- to eighteen-year-olds spend more time with media than in any other activity besides (maybe) sleeping-an average of more than 7½ hours a day, 7 days a week.'
  • the concept of curation as a pedagogical tool to embolden critical inquiry and engagement
  • Jenkins highlights the type of online activities that participatory spaces enable-archive, annotate, appropriate and recirculate-which occur in real time and in the context of abundant information flow
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  • To curate, historically, has meant to take charge of or organize, to pull together, sift through, select for presentation, to heal and to preserve
  • The preservation and organization of content online is now largely the responsibility of the individual in highly personalized information spaces
  • Across all levels of education today, students enter the classroom with a certain level of familiarity with digital tools and platforms (Prensky, 2001; Ofcom, 2010; Rosen, 2010). The notion that this familiarity translates to a heightened level of technological competence has been contested at all levels of education
Nancy Prentice

What Is The Role Of Content In Flipped Classrooms? - Edudemic - 0 views

www.edudemic.com/content-in-flipped-classrooms

flippedclassroom

shared by Nancy Prentice on 19 Mar 14 - No Cached
  • It is not about having fun while learning something; it is about being engaged while learning it.
  • Interactive content is not necessarily inquiry-promoting content — boasting several animations and interactive buttons for the user to click-and-explore does not mean that it is able to get students thinking deeply and posing questions to seek clarification for understanding, or to apply what is taught (in that piece of content) in new situations
  • Put simply and in the context of the flipped classroom, simply forcing students to view a lesson at home before a lesson in class, or rewarding those who do, just won’t work. Having the lesson fronted by a teacher who inspires the students may work for a while but may not be sustainable in the long term.
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  • The benefits of a flipped classroom are progressively recognized and relatively well-documented (Fulton, 2012; Bergmann & Sams, 2013; Bergmann 2011; Ash, 2012). In its ideal state, a flipped classroom can transform the learning experience of students. But this also means that students will need to commit close to two times the amount of time in official lessons for any given topic: once inside the classroom (lesson) and another at home watching the lesson presentation.
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