5 Reasons Why Schools Are Adopting Communication And Sharing Apps - EdTechReview™ (ETR)

5 Reasons Why Schools Are Adopting Communication And Sharing Apps - EdTechReview™ (ETR): In a digital world where it is now second nature to send emails, ping people via instant message, text etc. what will happen to the School Almanac. The unthinkable is about to happen, schools are already contemplating whether the Almanac or the ubiquitous diary has outlived its utility.

Things that had to be communicated across the school were sent as a circular and even more pressing information was sent out using SMS.

Read More:

About the Author

Author: Editorial TeamWebsite: http://edtechreview.in

EdTechReview (ETR) is a community of and for everyone involved in education technology to connect and collaborate both online and offline to discover, learn, utilize and share about the best ways technology can improve learning, teaching, and leading in the 21st century.
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Emerging Technologies into Clinical Education, There is a Medical App for That | GeriPal - Geriatrics and Palliative Care Blog

Emerging Technologies into Clinical Education

Dr. Eric Widera (Clinical Teaching and Patient Care)
Dr. Amit Shah (Massive, Flipped and Spaced Learning)
Dr. Niharika Suchak (Mobile Apps in Medical Education)

Stanford ESP - Discover Splash-Splash is about learning

Stanford ESP - Discover Splash: Be a Part of Splash

Splash is about learning.

Splash is an enrichment program for students in grades 7-12 aimed at giving students the opportunity to explore new subject areas, learn something new, and discover their passions. Hundreds of volunteer Stanford students and community members come together for a single weekend to teach anything they want to students from all over California.

What Students Should Know About 21st Century Learning? - EdTechReview™ (ETR)

What Students Should Know About 21st Century Learning? - EdTechReview™ (ETR): What Students should know about 21st Century Learning?

Learning is an evolving process. As times change, industry changes, requirements of expertise and knowledge changes and thus the education content and specifications change. 21st century is seen as the revolution stage in the field of technology. For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills. It's as though schools were meant to be rigid and boring. But now the situation has changed. Technology has successfully integrated itself to the basic needs of the education system today in the form of online lectures, group forum assignments, personal learning networks etc.

1923 Teacher's contract Ohio

Engage, Entertain and Educate Using ThingLink - EdTechReview™ (ETR)

Engage, Entertain and Educate Using ThingLink - EdTechReview™ (ETR)

 ThingLink is a well-known platform for making interactive images,
videos for educational channels, web, social, and advertising. Its
interactive images provide an opportunity for students to enhance their
learning and develop 21st century skills.

Students can create, collaborate and communicate and engage in
critical thinking and problem solving. It is an amazing tool that is
transforming teaching and learning.

• It’s a tool for annotating images and defining through multimedia.
• Create multiple ‘hot spots’ to annotate images with text, pictures, video, audio and hyperlinks to web content.
• Mobile apps for iOS and Android to quickly capture life’s moments with wifi.
• Help students develop 21st century skills.

Knowledge worker one who works primarily with information or one who develops and uses knowledge in the workplace

Knowledge worker

The term was first coined by Peter Drucker ca. 1959, as one who works primarily with information or one who develops and uses knowledge in the workplace.

 “Knowledge networks” are collections of individuals and teams who come together across organizational, spatial and disciplinary boundaries to invent and share a body of knowledge. The focus of such networks is usually on developing, distributing and applying knowledge.

From Wikipedia, the free encyclopedia

Knowledge workers are workers whose main capital is knowledge. Typical examples may include software engineers, doctors, architects, engineers, scientists, public accountants, lawyers, and teachers, because they "think for a living".[1]

What differentiates knowledge work from other forms of work is its primary task of "non-routine" problem solving that requires a combination of convergent, divergent, and creative thinking.[2] Also, despite the amount of research and literature on knowledge work there is yet to be a succinct definition of the term.[3]

The issue of who knowledge workers are, and what knowledge work entails, however, is still debated. Mosco and McKercher (2007) outline various viewpoints on the matter. They first point to the most narrow and defined definition of knowledge work, such as Florida’s view of it as specifically, "the direct manipulation of symbols to create an original knowledge product, or to add obvious value to an existing one", which limits the definition of knowledge work to mainly creative work. They then contrast this view of knowledge work with the notably broader view which includes the handling and distribution of information, arguing that workers who play a role in the handling and distribution of information add real value to the field, despite not necessarily contributing a creative element. Thirdly, one might consider a definition of knowledge work which includes, "all workers involved in the chain of producing and distributing knowledge products", which allows for an incredibly broad and inclusive categorization of knowledge workers. It should thus be acknowledged that the term "knowledge worker" can be quite broad in its meaning, and is not always definitive in who it refers to.[4]

Knowledge workers spend 38% of their time searching for information. They are also often displaced from their bosses, working in various departments and time zones or from remote sites such as home offices and airport lounges.[5]

Knowledge workers are employees who have a deep background in education and experience and are considered people who "think for a living." They include software developers, doctors, lawyers, inventors, teachers, nurses, financial analysts and architects.[6] As businesses increase their dependence on information technology, the number of fields in which knowledge workers must operate has expanded dramatically.

Even though they sometimes are called "gold collars",[7] because of their high salaries, as well as because of their relative independence in controlling the process of their own work,[8] current research shows that they are also more prone to burnout, and very close normative control from organizations they work for, unlike regular workers.[9]

Managing knowledge workers can be a difficult task. Most knowledge workers prefer some level of autonomy, and do not like being overseen or managed. Those who manage knowledge workers are often knowledge workers themselves, or have been in the past. Projects must be carefully considered before assigning to a knowledge worker, as their interest and goals will affect the quality of the completed project. Knowledge workers must be treated as individuals. "Managing Knowledge Workers: Getting the Most From Them". MindTools.com. Retrieved 2014-06-27.

Weiss (1960)[full citation needed] said that knowledge grows like organisms, with data serving as food to be assimilated rather than merely stored. Popper (1963)[full citation needed] stated there is always an increasing need for knowledge to grow and progress continually, whether tacit (Polanyi, 1976)[full citation needed] or explicit.

Toffler (1990)[full citation needed] observed that typical knowledge workers (especially R&D scientists and engineers) in the age of knowledge economy must have some system at their disposal to create, process and enhance their own knowledge. In some cases they would also need to manage the knowledge of their co-workers.

Nonaka (1991)[full citation needed] described knowledge as the fuel for innovation, but was concerned that many managers failed to understand how knowledge could be leveraged. Companies are more like living organisms than machines, he argued, and most viewed knowledge as a static input to the corporate machine. Nonaka advocated a view of knowledge as renewable and changing, and that knowledge workers were the agents for that change. Knowledge-creating companies, he believed, should be focused primarily on the task of innovation.

This laid the foundation for the new practice of knowledge management, or "KM", which evolved in the 1990s to support knowledge workers with standard tools and processes.

Savage (1995) describes a knowledge-focus as the third wave of human socio-economic development. The first wave was the Agricultural Age with wealth defined as ownership of land. In the second wave, the Industrial Age, wealth was based on ownership of Capital, i.e. factories. In the Knowledge Age, wealth is based upon the ownership of knowledge and the ability to use that knowledge to create or improve goods and services. Product improvements include cost, durability, suitability, timeliness of delivery, and security. Using data,[citation needed] in the Knowledge Age, 2% of the working population will work on the land, 10% will work in Industry and the rest will be knowledge workers.[

Mitch Resnick: Let's teach kids to code | Talk Video | TED.com

Mitch Resnick: Let's teach kids to code | Talk Video | TED.com


http://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code#

Educational Resources - at University of Massachusetts Amherst

Home - Open Educational Resources - Subject Research Guides at University of Massachusetts Amherst

 About 383,000,000   education resources {Google Search} 

Open Educational Resources (OER): Resource Roundup | Edutopia

Open Repositories, Collections, and Tools

• Curriki
• OER Commons
• EDSITEment
• FREE: Federal Registry for Educational Excellence
• Gooru
• myOER.org
• OpenEd
• PBS LearningMedia
• ShareMyLesson
• TED-Ed
• The Gateway to 21st Century Skills
• WatchKnowLearn

Open Books and Textbooks

• CK-12 Foundation
• Project Gutenberg

Open Courses and Learning Modules

• Big History Project
• HippoCampus.org from National Repository of Online Courses
• Khan Academy
• MIT Open CourseWare: Highlights for High School
• Saylor.org

Blogs, Articles and Other Resources

• Power Up! Open Educational Resources: On the Web and Free, Doug Johnson, ASCD’s Educational Leadership (2014)
• A 7-Step Guide to Creating Your Own Open Educational Resources, by Julie Willcott, Edsurge (2014)
• Open Educational Resources: Designing for All Learners, Andrew Hashey & Skip Stahl, National Center on Accessible Instructional Materials (2014)
• Tips for Sharing Great Open Educational Content, Ian Quillen, KQED’s MindShift (2013)
• The Obstacles to OER, Audrey Watters, Hack Education (2012)
• Creating and Using Open Content, The Regents of the University of Michigan (2011)
• Education Program at Creative Commons

Understanding the Power of Open Educational Resources (OER)

 http://edtechreview.in/news/1495-oer-open-educational-resources

Think Through Math is a supplemental Web-based solution

Having a focus on fundamentals and the progressions to algebra, Think Through Math deepens understanding of critical mathematical concepts and improves higher-order thinking and problem-solving skills.

Living & Learning | Next Avenue

 Where Grown-ups Keep Growing

America is in the midst of an age boom and with it, an amazing transition. In general, those of us over the age of 50 are expected to live longer than any previous generation.

We're in the process of creating a new life stage that lies somewhere between young adulthood and "old-old" adulthood. This stage doesn't have a name. We call it Adult Part 2. And if you're reading this you're probably smack dab in it.

You're aware that many years of life lie ahead of you and, very likely, you have a different set of expectations for these "bonus years" than you had for earlier adulthood. You sense that you can somehow apply your knowledge and experiences in a meaningful way. Yet you may not know exactly how to achieve this new vision or see all the many possibilities available to you as you navigate the physical, health, work, and financial shifts that inevitably accompany this phase.

Enter Next Avenue. We're a group of public television people and journalists who, for the most part, are experiencing the very same things you are. Like you, we see both challenges and opportunities and we recognize that what we could all use right about now is an abundance of reliable information that can help us figure out what's, well, next.

So we aim to deliver that—in a way that's both smart and accessible.

If you think we could do a better job, we want you to tell us so. In fact, we want your input on a lot of things. There are places throughout the site that let you give us feedback, share your experiences and send us your stories.

Thanks for walking with us down Next Avenue.
Who We Are

We're all passionate about delivering good, solid, trustworthy information and compelling perspectives that can transform people's lives. Most of us are in our Adult Part 2 and on the journey with you. There are a few terrific young adults on our team who are dead set on paving the way for their peers who'll someday turn down this avenue with them.

Content Sources

Next Avenue has developed formal relationships with key content sources that provide articles and video for nextavenue.org. View our list of content sources to learn more about these government agencies, non-profit organizations, independent media producers, and public television stations.

Business School, Disrupted - NYTimes.com

Business School, Disrupted - NYTimes.com
“Do it cheap and simple,” Professor Christensen says. “Get it out there.”

But Harvard Business School’s online education program is not cheap,
simple, or open. It could be said that the school opted for the Porter
theory. Called HBX, the program will make its debut on June 11 and has its own admissions office.
Instead of attacking the school’s traditional M.B.A. and executive
education programs — which produced revenue of $108 million and $146
million in 2013 — it aims to create an entirely new segment of business
education: the pre-M.B.A. “Instead of having two big product lines, we
may be on the verge of inventing a third,” said Prof. Jay W. Lorsch, who has taught at Harvard Business School since 1964.

Starting last month, HBX has been quietly admitting several hundred students,
mostly undergraduate sophomores, juniors and seniors, into a program
called Credential of Readiness, or CORe.
The program includes three online courses — accounting, analytics and
economics for managers — that are intended to give liberal arts students
fluency in what it calls “the language of business.” Students have nine
weeks to complete all three courses, and tuition is $1,500. Only those
with a high level of class participation will be invited to take a
three-hour final exam at a testing center.

“We don’t want tourists,” said Jana Kierstead, executive director of HBX, alluding to the high dropout rates among MOOCs.

The DIY Guide to Converting Existing Content into an eLearning Course

The DIY Guide to Converting Existing Content into an eLearning Course
 Although instructor-led or classroom training still remains as one of
the most common ways to train employees, the opportunity to implement
eLearning to is a more cost-effective and convenient option.
Those new to creating eLearning courses will find this post useful in
answering their questions and providing them with a checklist of things
to consider during the process of converting existing content, which
goes far beyond simply transferring content to an online format.

The promise of peer-to-peer training - The Globe and Mail

The promise of peer-to-peer training

The Globe and Mail

- ‎15 hours ago‎

“This shift in power to the consumer and citizens is not temporary or the product of faddish technology,” writes Simon Mainwaring in his recent book We First. “It is clearly one of the most fundamental and enduring characteristics of the modern digital ...

eLearning Jargon Explained: 5 Terms Every Newbie Needs to Know

eLearning Jargon Explained: 5 Terms Every Newbie Needs to Know: eLearning Jargon Explained: 5 Terms Every Newbie Needs to Know
Posted by Karla Gutierrez on Thu, Jan 16, 2014 @ 11:03 AM

Business owners, managers and executives new to the eLearning field sometimes find it hard to grasp industry concepts and terms. Though most of the times they’re not going to be developing the courses themselves, they need to fully understand industry terminology.

 Authoring Tool
When people hear the term ‘authoring tool’ for the first time they tend to think it refers to an elaborated form of word processing software... or sometimes they really have no clue what it is. Truth is, authoring tools go far beyond writing and word processing.

 Blended Learning
The keyword here is "blended." It's basically a learning approach that combines in-person (face-to-face) and online training. As a hybrid model

  LMS
enables all data, training materials, resources, statistics,
development paths and assessment results to be stored within one central
system.


SHIFT's eLearning Blog http://tinyurl.com/lfydpgh

Avoid Learner Overload: Five Rules for eLearning Course Design

Avoid Learner Overload: Five Rules for eLearning Course Design: Avoid Learner Overload: Five Rules for eLearning Course Design
Posted by Karla Gutierrez on Tue, Feb 04, 2014 @ 10:55 AM on E-Learning 2.0
Imagine sitting down at a computer to complete an eLearning course and instantly becoming confused, overwhelmed, and frustrated with the amount of information that is being dumped on you at once.

Open educational resources (OER

Open educational resources (OER) have been defined by the Hewlett Foundation as teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re - purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.

 Babson Survey Research Group Higher Education Reports

8 ways to get the job done using Google Glass | PCWorld

8 ways to get the job done using Google Glass | PCWorld: Evernote, the popular note-taking Web service and application, is among the few official Google Glass apps currently available—and Shazafar Khaja, integration architect for The Kroger Company, says Evernote is the most useful app thus far for Glass.

EMR vs. EHR – What is the Difference?

EMR vs. EHR – What is the Difference?: EMR vs. EHR – What is the Difference?
Quoting Matthew Smith on Tue, Jan 14, 2014 @ 12:21 PM

What’s in a word? Or, even one letter of an acronym?
Some people use the terms “electronic medical record” and “electronic health record” (or “EMR” and “EHR”) interchangeably. But at the Office of the National Coordinator for Health Information Technology (ONC), you’ll notice they use electronic health record or EHR almost exclusively. While it may seem a little picky at first, the difference between the two terms is actually quite significant.The EMR term came along first, and indeed, early EMRs were “medical.” They were for use by clinicians mostly for diagnosis and treatment.
In contrast, “health” relates to “The condition of being sound in body, mind, or spirit; especially…freedom from physical disease or pain…the general condition of the body.” The word “health” covers a lot more territory than the word “medical.” And EHRs go a lot further than EMRs.

Stephen's Web ~ Stephen's Web The maturing of the MOOC

Stephen's Web ~ Stephen's Web: The maturing of the MOOC: literature review of massive open online courses and other forms of online distance learning
Stephen Haggard, Department for Business, Innovation, Skills, September 20, 2013

This is a very large report and for the most part comprehensive - regular OLDaily readers will recognize much of the literature cited here. To my mind, it focuses mostly on secondary literature - we don't read from MOOC developers or practitioners, but rather, from observers like Shirley, Bates and Daniel, media reports such as Huffington Post and the Economist, and formal objective analysis of MOOCs commissioned by Authorities such as Austrade, SSHRC and JISC. Again, for a complete MOOC literature review,  

E-learning’s most annoying traits : The Educators

E-learning’s most annoying traits : The Educators

Over 100 learning professionals were asked what one thing most annoys them about online learning materials. Their responses were both varied and numerous.

Social networks as learning management systems

Udutu | Online Collaborative Course Authoring:

To create a learning organization where knowledge is passed from experts to newcomers and where personal growth is encouraged, you need to create a social learning network. You can impose your own and hope they’ll participate, or you can leverage the one they already use. Chances are many of your people are already signed up!


Leverage technology!

Our applications can turn existing social networks such as Facebook. Into a powerful Learning Management System, (LMS, LCMS) and retain all the rich communication and scheduling tools that these applications offer.



Better yet, there’s no upfront investment in either infrastructure or software licensing. You can be up and running tomorrow in the interface your learners already know and use.

Advanced Experiments to Education Technical High School Students for Creation of Ubiquitous Networked Society

Advanced Experiments to Education Technical High School Students for Creation of Ubiquitous Networked Society

ABSTRACT

The outcome of the current research on ubiquitous computing and networking affects the next generation. In other words, young generation is in charge of creating ubiquitous network world. In this paper, we describe our technical and educational trials to educate high school students, who will live in ubiquitous networked society. One topic is the experimental activity using IPv6 and remote control techniques. In the experiment, the high school students have developed the virtual environment of a ubiquitous networked society. Another topic is the development of a learning program to educate the students. Expanding the experiments, we are forwarding a plan to make a practical curriculum of the high school to educate the students who have required technology and ability in creation of ubiquitous networked world.

Page 1 College of Education at the University of Illinois Ubiquitous Learning Institut

College of Education at the University of Illinois Ubiquitous Learning Institute Draft – Fall 2006

Page 1
College of Education at the University of Illinois
Ubiquitous Learning Institute
Draft – Fall 2006
Task Force: Chip Bruce (GSLIS), Cynthia Carter Ching (Chair, EdPsy), Michael Peters (EPS),
Vanna Pianfetti (OET), Sharon Tettegah (C&I), Brendesha Tynes (EdPsy)
I. Most critical goals/aspirations
The world is changing rapidly from an industrial to an information and media driven economy. As the
world around us becomes smaller, and communication and media become more global and more diffuse,
the very nature of society and of who we are as human beings is quickly being defined by our ability to be
both consumers and producers of knowledge. The nature of that knowledge, how and by whom it is
created, and the spaces in which it is encountered are all rapidly evolving. Technology developments
make it possible for information to be produced and disseminated by practically anyone, and learning can
occur at any time and any place. This notion of “anytime/anywhere” has often been described as
“ubiquitous” in the IT literature. Ubiquitous computing can mean using technology to bridge distance
and time, the merging of physical and virtual, and bringing computing off the desk into social and public
spaces through wearable and handheld devices. A focus on learning, and on the increasing prevalence of
knowledge construction activities being conducted in online environments by experts and novices alike,
however, suggests that the definition of ubiquitous be expanded to include the idea that learners can
engage with knowledge about “anything,” and that this learning can be experience by “anyone.”
What we mean by learning, however, differs strongly from a common understanding. Traditionally,
learning has been configured as a process whereby the learner encounters and soaks up knowledge or
skill, much like a sponge, from some authoritative source. This definition is no longer sufficient to
describe the convergence of knowledge conditions in the information society. Progressive theories of
learning have long maintained that learners do not passively absorb, but rather actively create personally
meaningful knowledge out of their experiences in the world. Now, however, learning through knowledge
creation is not just about designing the understandings in one’s own head, so to speak. As we use web
technology to make sense of the world around us through blogs, wikis, mash-ups, podcasts, social
software, online worlds, open-source and open-access media, and a whole host of other current and
emergent online practices, the constructions of our own evolving understandings become information in
the public sphere. In essence, the process of learning and the products of learning are rapidly merging
into ubiquitous knowledge engagement. The implications of this profound transformation--for formal
schooling, for online communities, for evolving definitions of public knowledge, and for global
interconnectedness and economic development--can not be underestimated.
The Ubiquitous Learning Institute, a partnership among the College of Education, GSLIS, Computer
Science and other partners at University of Illinois at Urbana-Champaign and beyond, will take an
innovative approach to the study of this new learning paradigm. We propose that the Institute itself will
operate based on ubiquitous learning principles, by engaging in convergent processes of research and
development: encompassing critical and reflective scholarship, key collaborative relationships, and
significant technological exploration. Currently we see the research and development agenda as focusing
on four areas (although the agenda could change as technology and surrounding social conditions evolve