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Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique time-space contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.

"As a learning strategy, inquiry-based learning is all about learners constructing their own understanding and knowledge through asking questions. Inquiry-based learning is essentially student-centered. It starts with posing questions and directly involves students in challenging hands-on activities that drive students to ask more questions and explore different learning paths. This post has assembled a collection of some useful web tools and apps that support the ethos of inquiry-based learning.  Using these tools will enable students to engage in a wide range of learning tasks that are all driven by a sense of inquiry and questioning."

"Advocates of the learning style theory argue that instructors can achieve much better results when they take their student's learning style under consideration and create a course that best fits this exact style. The adversaries of the learning style theory say that this concept is misunderstood and not scientifically proven, and they argue that learning styles do make instructors understand what motivates and cerebrally stimulates their students, but they can't guarantee a successful outcome nor predict it. So where is the truth in that and where lies the Learning Styles myth?  "

"Being able to solve everyday complex problems through communication and cooporation with others are the skills that students need to learn and practice to prepare for the future. Communicating effectively and efficiently with diverse audiences and solving everyday problems are important in a society that is moving at a rapid pace in a Global Market. The ability to solve everyday complex problems is an important and necessary skill for students today. Problem based learning (PBL) provides a learning environment students require to resolve everyday problems while applying previous and learning new knowledge. Cooperative learning, as a part of PBL, allows students the opportunity to communicate ideas and knowledege. As a teacher it is also important to communicate effectively with students to guide the learning process as well as model how to question and reason through a problem. The web-enhanced 3 part seminar series is designed to review and apply the basics of PBL to allow you to create a PBL unit to use within your own classroom."

In response to all of the attention given to the flipped classroom, I proposed The Flipped Classroom: The Full Picture and The Flipped Classroom: The Full Picture for Higher Education in which the viewing of videos (often discussed on the primary focus of the flipped classroom) becomes a part of a larger cycle of learning based on an experiential cycle of learning. Universal Design for Learning has also been in the news lately as a new report Universal Design for Learning (UDL): Initiatives on the Move was released by the National Center on UDL, May, 2012. This post describes the principles of Universal Design for Learning and how they naturally occur when a full cycle of learning, including ideas related to the flipped classroom, are used within the instructional process.

A brief introduction to modern AI and a list of useful online courses for learning it properly. Includes courses about Machine Learning and Deep Learning. Also includes advanced courses that target development of AI applications and algorithms. Many courses will include specific tools (TensorFlow, Keras, Caffe2, PyTorch, etc.)

This project seeks to empower the worldwide population of self-motivated learners who use digital media to connect with each other, to co-construct knowledge, to co-learn. Co-learning is ancient; the capacity for learning by imitation and more, to teach others what we know, is the essence of human culture. We are human because we learn together. Today, however, the advent of digital production media and distribution/communication networks has raised the power and potential of co-learning to a new level.

"The Mozilla Learning team is working on defining a set of core web literacies and developing learning pathways for people to develop and hone these skills. Our goals are to develop and empower more webmakers by providing them with the opportunity to learn making by making. This work is leveraging all of the great momentum, tools and content built through Hackasaurus.

"What follows is an explanation of the Flipped Classroom Model, a model where the video lectures and vodcasts fall within a larger framework of learning activities. (Note: I am titling it the Flipped Classroom Model to get folks' attention given the Flipped Classroom popularity right now.  It really is a cycle of learning model.)  It provides a sequence of learning activities based on the learning theories and instructional models of Experiential Learning Cycles - http://reviewing.co.uk/research/learning.cycles.htm and Bernice McCarthy's 4MAT Cycle of Instruction- http://www.aboutlearning.com/what-is-4mat/what-is-4mat.

Mobile learning is in the air, almost everyone realizes the potential, and some companies are now taking tentative first steps. While I haven't blogged in a while, I continue trawling through my RSS feeds, seeing more and more references to mobile learning, mlearning, performance support, 'just-in-time' and so many other terms that make sense in that context. Here are some interesting links I've come across recently, mostly about mobile learning and some about learning in general that I found interesting. Do note some of these link up to dated articles.

"The progression of where online learning started and how it has grown is really quite staggering, especially since it has only become a discussion staple for most of us pretty recently. The handy infographic below gives us an interesting timeline of digital learning, shows some of the different categories that digital learning comprises, and offers up some interesting statistics on the number of people participating in online learning and the growth that it has seen over the years. Keep reading to learn more."

"Handheld computers are everywhere. From mobile phones to handheld games, it's a very familiar sight to see people of all ages gazing into screens that they can hold. Schools are discovering that handhelds like iPod touch and iPad make great learning tools. In fact, handhelds can play a big part in project based learning. Not only do projects motivate students because they use exciting handheld technology, but they also lend themselves to student voice and choice. Watch or read below to be inspired to bring project based learning into your classroom, learn strategies for creating effective driving questions, and see how an iOS handheld can play a role in the the planning, research/investigation, and presentation of projects."

"Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments."

From @coolcatteacher "Is Game-Based Learning the Same as Gamification? Not exactly. Gamification is "applying typical elements of game playing (e.g., point scoring, competition with others, rules of play) to other areas of activity." Great classrooms often use both. Every day in my classroom, I'm using the essentials: gamification elements, reward systems, and game-based learning. I've already covered 5 Ways to Design Effective Rewards for Game-Based Learning. Let's learn how to pick the games."

This is a fabulous introduction to using Diigo in schools. "Welcome to Student Learning with Diigo. This site was completed in partial fulfillment of the requirements of of ISLT 9440, Learning with the Internet, a graduate class, during the Fall 2010 from the University of Missouri. Educators, worldwide, have enjoyed the use of this social bookmarking site. Diigo is a great web-based tool for teachers to utilize, to motivate, and to engage students of all ages in the learning process. We invite you to explore the various features of Diigo. Become educated and informed on the powerful use of Diigo for student learning. Learn how this research tool can enhance classroom instruction and promote higher levels of student collaboration. As you navigate through our site you will see examples of valuable lessons and resources, all displayed for your use. Set up your account now. This research tool is every educator's dream."

"The Science of Learning summarizes the existing research from cognitive science related to how students learn, and connects this research to its practical implications for teaching and learning. Building off many efforts that came before it and reflecting the general consensus of the scientific community, The Science of Learning is intended to serve as a resource to teacher-educators, new teachers, and anyone in the education profession who is interested our best scientific understanding of how learning takes place."

"Can ICT redefine the way we learn in the Networked Society? Technology has enabled us to interact, innovate and share in whole new ways. This dynamic shift in mindset is creating profound change throughout our society. The Future of Learning looks at one part of that change, the potential to redefine how we learn and educate. Watch as we talk with world renowned experts and educators about its potential to shift away from traditional methods of learning based on memorization and repetition to more holistic approaches that focus on individual students' needs and self expression."

"Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction. Below is the index of learning theories, grouped in categories."

Game-based learning offers an approach where learning and play aren't at odds with each other; in fact, games are the vehicle and environment for learning.

From the fifth white paper in the DLN Smart Series, "Blended Learning Implementation Guide," which explores blended learning as a phase change with a goal of accelerating learning toward college and career readiness.