Excellent discussion about personalized learning and the the future of education.
Tom Whitby shares insights into connected learning - asking if we should be flipping the model and the learners connect to model the benefits for the educators......
He also states:
"Major education conferences are including more and more student sessions exploring the possibilities of student connectedness, connected learning, and choices students have in this technology-driven culture."
Yes! that is what Flat Classroom conferences and live events do....and more!
Long (about 12 min) but diverse comments and opinions from across the globe from education ministers and other education leaders about what education is today.
Friedman interviews Tony Wagner about what is needed for learning today.
My generation had it easy. We got to “find” a job. But, more than ever, our kids will have to “invent” a job. (Fortunately, in today’s world, that’s easier and cheaper than ever before.) Sure, the lucky ones will find their first job, but, given the pace of change today, even they will have to reinvent, re-engineer and reimagine that job much more often than their parents if they want to advance in it. If that’s true, I asked Wagner, what do young people need to know today?
“We teach and test things most students have no interest in and will never need, and facts that they can Google and will forget as soon as the test is over,” said Wagner. “Because of this, the longer kids are in school, the less motivated they become. Gallup’s recent survey showed student engagement going from 80 percent in fifth grade to 40 percent in high school. More than a century ago, we ‘reinvented’ the one-room schoolhouse and created factory schools for the industrial economy. Reimagining schools for the 21st-century must be our highest priority. We need to focus more on teaching the skill and will to learn and to make a difference and bring the three most powerful ingredients of intrinsic motivation into the classroom: play, passion and purpose.”
“Teachers,” he said, “need to coach students to performance excellence, and principals must be instructional leaders who create the culture of collaboration required to innovate.
All students should have digital portfolios to show evidence of mastery of skills like critical thinking and communication, which they build up right through K-12 and postsecondary.
“Finland is one of the most innovative economies in the world,” he said, “and it is the only country where students leave high school ‘innovation-ready.’ They learn concepts and creativity more than facts, and have a choice of many electives — all with a shorter school day, little homework, and almost no testing
Uploaded on Nov 26, 2008
The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. It depicts an actual project completed by Wendy Drexler's high school students. The Networked Student concept map was inspired by Alec Couros' Networked Teacher. I hope that teachers will use it to help their colleagues, parents, and students understand networked learning in the 21st century.
Anyone is free to use this video for educational purposes. You may download, translate, or use as part of another presentation. Please share.
A good list - BUT - where is the skill for collaboration - synchronously and asynchronously? Seems to be missing in terms of collaborative learning environment tools.
This series of interviews with women educators at Qatar Academy was inspired by the excellent immersion of 21st Century learning shown in classrooms across the school. in a time of transition into 1:1 learning and Web 2.0 platforms, these women have shown where there is a will there is a way. I admire their tenacity and determination to make learning real, personal and student-centred. I applaud their focus on global interaction and how they have embraced the concept, power and magic of global collaboration.
"Teacher Preparation for the Global Age: The Imperative for Change, highlights promising practices identified during this meeting and subsequent discussions and suggests a framework for internationalizing the education of all pre-service teachers and increasing the number of world language teachers, especially in less commonly taught languages."
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