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in title, tags, annotations or urlWhat computer games can and can't do - 0 views
Review of the Coursera Human Computer Interaction Course | Reflections - 0 views
Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course | Fast Company | Business + Innovation - 1 views
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Higher education is an enormous business in the United States--we spend approximately $400 billion annually on universities, a figure greater than the revenues of Amazon, Apple, Facebook, Google, Microsoft, and Twitter combined
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The man who started this revolution no longer believes the hype.
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If this was an education revolution, it was a disturbingly uneven one.
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Taking Serious Games Seriously in Education (EDUCAUSE Review) | EDUCAUSE.edu - 0 views
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"About Learning and Literacy.1 In this early book, Gee drew most of his examples from entertainment games, rather than education-specific games. At the time, many learning games consisted of drill-and-practice activity that promoted skill automaticity, but far fewer sought to promote conceptual understanding. Since then, concentrated work has created serious games - games with more than just entertainment as a goal - that embody the principles of deeper learning. At the same time, the fields of cognitive psychology, educational psychology, and computer science have come together to create the interdisciplinary field of learning science. Many people in the field have turned their attention to games, along with other digital learning environments like intelligent tutors and simulations"
Final Draft 11.0.3 Crack with Keygen + Torrent Free Download - 0 views
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Final draft software is better for Windows and Mac computer. It allows to you hosting session ID and shares the session ID. Furthermore, provides partnership system and creates a chatroom where you and your partner sit and work together on a single document and you are visible to change your copies and text beside this you can interchange your views, ideas, senses, or character.
First-ever study on MOOC use and non-use in developing countries | CourseTalk - 2 views
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people in the developing world use online courses very differently than their developed world counterparts
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9% of MOOC non-users had never heard of MOOCs.
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Half of non-users aware of MOOCs cited this as a main reason for not taking courses, while just 4% cited lack of computer access and 6% cited high Internet costs.
FingerReader | Fluid Interfaces - 0 views
Group of seven major universities seeks to offer online microcredentials | InsideHigherEd - 3 views
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Tentatively dubbed the University Learning Store, the project is a joint effort involving the Georgia Institute of Technology, Northwestern University, the University of Washington, the University of California’s Davis, Irvine and Los Angeles campuses, and the University of Wisconsin Extension.
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Ownership and Agency Will Propel STEM Learning | Edutopia - 0 views
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Learner agency is characterized by a pedagogy that builds on the passions of learners and also has real world relevance. We are seeing numerous examples of this in our schools, and the school structure is also beginning to change to accommodate this transition. Schools are adopting more flexible schedules, new and more personalized methods of reporting are being adopted, and examples of hands-on experiences from outdoor learning to community business partnerships are flourishing. Many do see learner agency as being key to the future of schooling.
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Kids are learning many STEM skills, but it's not happening in schools.
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Wozniak experienced inspiration from his high school electronics teacher, who provided foundational instruction that set him on a path of self-directed learning which would revolutionize personal computing.
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Reclaiming Innovation Can we reclaim innovation? - 0 views
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what's not to like about innovation?
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Yet as 2014 churns on, the glow is wearing off. Today, innovation is increasingly conflated with hype, disruption for disruption's sake, and outsourcing laced with a dose of austerity-driven downsizing. Call it innovation fatigue.
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Audrey Watters has noted the essentially apocalyptic flavor of what she describes as "the myth and the millennialism of disruptive innovation" — mythic in the sense that it prophesies "the destruction of the old and the ascension of the new" and constitutes a narrative that "has been widely accepted as unassailably true." When applied to education, disruptive innovation promises nothing less than "the end of school as we know it."
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