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The 33 Digital Skills Every 21st Century Teacher should Have http://ow.ly/fKMza

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gisteren voor het eerst gehoord, bij bezoek van docusite
Paul Kalkbrenner klinkt echt goed, supersound!


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#quote #knss #21learners #creativiteit #kritischdenken #communiceren #sociaalcultureel http://bit.ly/osHvZv


Asana > een voorbeeld van een nieuwe generatie software

bekijk ook de demo ; http://www.techcrunch.tv/watch?id=owMDAxMjo99P8utZ8GH4DvEVBZc8XyoZ#ooid=owMDAxMjo99P8utZ8GH4DvEVBZc8XyoZ

Amplify’d from techcrunch.com

Finally: Facebook Co-Founder Opens the Curtain on Two-Year Old Asana

But here’s the thing: Asana deserves it. As it turns out neither of the suppositions for Moskovitz’s decision to leave were right. Moskovitz and Rosenstein just had a really big idea: To fix how people collaborate on projects and work in teams. Something that has so far been unfixable despite billions spent on developing an implementing collaboration and communication software. Something that may be so rooted in the idiosyncrasies of human behavior that it may not be fixable.

But Asana’s opening salvo is pretty impressive. There’s a full demo of the software in the video below, from Asana’s recent friends-and-family open house, so I won’t belabor the features here. (Screen shot is below.) Hear the pitch from the founders yourself. The company is still in private-beta, and it has a 1,200-company waiting list to get an invite. It’ll be opening up more over the course of this year. Asana has raised just over $10 million from several angels, Benchmark Capital and Andreessen Horowitz.

And like Facebook’s early obsession with being a “utility,” Asana wants people to live in this app throughout their work day. Like Facebook did away with the clutter and needless page view clicks of the MySpace world, so too is Asana obsessed with speed. They know that if the software is the least bit cumbersome to use, employees won’t use it. Like Facebook, Asana sees its eventual customer base as, well, everyone. They hope people won’t just use Asana for work, but for things like wedding planning. The two wanted to build this product because managing teams at Facebook was such a chore. In a sense, Moskovitz says he’s still working for Facebook, because he’s still trying to solve the problem he was trying to solve there. It just so happens, he’s also trying to solve that problem for every company in the world.

Read more at techcrunch.com

 


Educatie is een gigantische industrie welke aspecten bevat waarop ICT traditioneel gezien weinig invloed had, maar dat gaat veranderen wanneer de volgende generatie software zijn intrede zal doen.

Al meer dan 25 jaar volg ik, en ben ik betrokken bij de ontwikkelingen in ICT. Met die kennis probeer ik een beeld te vormen hoe onze toekomst er uit zou kunnen zien. Nu ik een paar jaar werkzaam ben in het onderwijs probeer ik hierin ook hetzelfde te doen.

Daarbij constateer ik regelmatig dat ICT en de toepassingen zoals wij die nu kennen vaak niet volledig begrepen en ingezet worden. Dat is misschien ook wel logisch want vrijwel alle aspecten van ICT zijn eigenlijk nog niet volwassen, en onderhevig aan grote veranderingen. De vele verschillende versies van pakketten en vaak grote verschillen in mogelijkheden illustreren dit.

Het moment nadert waarop ICT een sprong zal maken die vergelijkbaar is met de overgang van puberteit naar adolescentie. Op alle gebieden zullen nieuwe technieken ontwikkeld worden die het gebruik ervan ontzettend veel rijker, eenvoudiger, intuitiever en toegankelijker maken.

Deze technieken zulllen worden ontwikkeld door enthousiaste jonge ondernemers met innovatieve idee├źn, die kansen zullen zien en gebruiken, op manieren die de traditionele aanbieders en consumenten niet voor mogelijk hielden.

Het effect daarvan zal zijn dat we ICT meer zullen accepteren, apprecieren en integreren. De rol van ICT zal alleen maar groter worden en mogelijk zelfs aspecten uit de rol van docent op zich nemen.

Onderstaand bericht uit de Wall Street Journal is een van de vele aanwijzigingen hiervoor.

Amplify’d from www.wallstreetjournal.com

Health care and education, in my view, are next up for fundamental software-based transformation. My venture capital firm is backing aggressive start-ups in both of these gigantic and critical industries. We believe both of these industries, which historically have been highly resistant to entrepreneurial change, are primed for tipping by great new software-centric entrepreneurs.

Why Software Is Eating The World

This week, Hewlett-Packard (where I am on the board) announced that it is exploring jettisoning its struggling PC business in favor of investing more heavily in software, where it sees better potential for growth. Meanwhile, Google plans to buy up the cellphone handset maker Motorola Mobility. Both moves surprised the tech world. But both moves are also in line with a trend I’ve observed, one that makes me optimistic about the future growth of the American and world economies, despite the recent turmoil in the stock market.

In short, software is eating the world.

But too much of the debate is still around financial valuation, as opposed to the underlying intrinsic value of the best of Silicon Valley’s new companies. My own theory is that we are in the middle of a dramatic and broad technological and economic shift in which software companies are poised to take over large swathes of the economy.

More and more major businesses and industries are being run on software and delivered as online services—from movies to agriculture to national defense. Many of the winners are Silicon Valley-style entrepreneurial technology companies that are invading and overturning established industry structures. Over the next 10 years, I expect many more industries to be disrupted by software, with new world-beating Silicon Valley companies doing the disruption in more cases than not.

Companies in every industry need to assume that a software revolution is coming. This includes even industries that are software-based today. Great incumbent software companies like Oracle and Microsoft are increasingly threatened with irrelevance by new software offerings like Salesforce.com and Android (especially in a world where Google owns a major handset maker).

Read more at www.wallstreetjournal.com

 


(video-) spelletjes stimuleren veel van de 21st century skills. de vaardigheden welke als heel belangrijk voor de toekomst worden gezien.

Amplify’d from www.pbs.org

The Literacy of Gaming: What Kids Learn From Playing

“When people learn to play videogames,” according to James Paul Gee, “they are learning a new literacy.”

This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today’s world.

As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which videogames inhabit a large portion.

Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn’t the only communication system available in today’s world. And there is no better example of a new form of media that communicates distinctive types of meaning than videogames.

Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.

In Sir Ken Robinson’s TED talk, Do Schools Kill Creativity?, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won’t be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.

Kids aren’t naturally great at gaming the first time. They develop mastery through disciplined practice — a path marked by dead-ends, wrong turns and blunders. Yet gamers aren’t angst-ridden about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn’t work and provides the impetus to zero in on what might.

Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can’t penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?

Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.

In their book, Rethinking Education in the Age of Technology, Allan Collins and Richard Halverson state that “policymakers interested in preparing students for success in the 21st-century economy would do well … to appreciate how skills developed through navigating virtual environments might pay off in the workplace … [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.”

  1. Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about “The Lord of the Flies” without having learned to read.
  2. Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.
  3. Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.

Read more at www.pbs.org

 


Onze kinderen groeien op in een tijd die enorm veel verschilt van wat wij hebben beleefd. Dit verschil is terug te vinden in de ontwikkeling van de hersenen. Deze krijgen hele andere impulsen te verwerken en zullen dus anders ontwikkelen. Meer hierover in het onderstaande artikel.

Amplify’d from www.salon.com

Our kids’ glorious new age of distraction

Children are not what they used to be. They tweet and blog and text without batting an eyelash. Whenever they need the answer to a question, they simply log onto their phone and look it up on Google. They live in a state of perpetual, endless distraction, and, for many parents and educators, it’s a source of real concern. Will future generations be able to finish a whole book? Will they be able to sit through an entire movie without checking their phones? Are we raising a generation of impatient brats?

Research shows mobile technology is really changing children’s brains. An expert explains how we use that for good

According to Cathy N. Davidson, a professor of interdisciplinary studies at Duke University, and the author of the new book “Now You See It: How Brain Science of Attention Will Transform the Way We Live, Work, and Learn,” much of the panic about children’s shortened attention spans isn’t just misguided, it’s harmful. Younger generations, she argues, don’t just think about technology more casually, they’re actually wired to respond to it in a different manner than we are, and it’s up to us — and our education system — to catch up to them.

Over the last few years, there’s been a lot of concern that new forms of technology, like smart phones, video games and the Internet, are ruining the next generation of kids — that they can’t concentrate on anything, that they’re always distracted. You don’t think that’s the case?

Back in the ’80s and ’90s, there were findings that suggested this new technology would be great as an education and learning tool. Then Columbine happened, and you could see all the research money go from “Wow, we’re in this new digital age and it’s going to be great for all of us” to “How is it that this digital era is destroying our kids?” It’s email, it’s the Internet, it’s video games, then when texting comes along, it’s texting, and when social networking comes along, it’s social networking. So whatever the flavor of the month in terms of new technologies are, there’s research that comes out very quickly that shows how it causes our children to be asocial, distracted, bad in school, to have learning disorders, a whole litany of things.

And then the Pew Foundation and MacArthur Foundation started saying, about three or four years ago: “Wait, wait, wait, let’s not assume these things are hurting our kids. Let’s just look at how our kids are using media and stop with testing that’s set up from a pejorative or harmful point of view. Let’s actually look at what’s happening.” So we’ve wasted time — but we can make it up. I think the moralistic research really, really colored over a decade of research, especially on kids.

So tell me, why isn’t all this distraction bad for our kids’ brains?

The phenomenon of attention blindness is real — when we pay attention to one thing, it means we’re not paying attention to something else. When we’re multitasking, what we’re actually really doing is what Linda Stone calls “continuous partial attention.” We’re not actually simultaneously paying equal attention to two things: One of the things that we’re doing is probably being done automatically, and we’re sort of cruising through that, and we’re paying more attention to the other thing. Or we’re moving back and forth between them. But any moment when there is a major new form of technology, people think it’s going to overwhelm the brain. In the 1930s there was legislation introduced to prevent Motorola from putting radios in dashboards, because it was thought that people couldn’t possibly cope with driving and listening to the radio.

As you point out in the book, the reason why certain things distract us more than others has to do with the way our brains develop when we’re young children.

We used to think that as we get older we develop more neural pathways, but the opposite is actually the case. You and I have about 40 percent less neurons than a newborn infant does. A baby pays attention to everything. You’ve probably witnessed this — if there are shadows in the ceiling or sand blades are making peculiar patterns, we adults don’t recognize that, but it can be utterly mesmerizing to a child. They learn what not to pay attention to over and over and over again, and learn what to pay attention to, and that makes for neural pathways that are very efficient. They’re what we tend to call reflexes or automatic behaviors, because we’ve done them so many times we don’t pay attention to them anymore.  As an adult, you feel distracted when you learn something new and you can’t depend on those automatic responses or automatic reflexes that have been streamlined neurally over a lifetime of use.

Younger generations are being exposed to all these new stimuli — texting, Facebooking, Googling — from an early age. Does that mean their brains, their neural pathways, are built differently than ours?

When my students go to the Web and they’re searching and they’re leaving comments and they’re social networking and they’re Facebooking and they’re texting at the same time — those are their reflexes. They are learning to process that kind of information faster. That which we experience shapes our pathways, so they’re going to be far less stressed by a certain kind of multitasking that you are or than I am, or people who may not have grown up with that.

Read more at www.salon.com