Oystein Johannessens blog

The Future Of Games In Education - Edudemic

Gamification is a trend that doesn’t seem to be going away any time soon. Incorporating game play elements into your classroom can help to create a dynamic, interactive environment that will help get and keep your students engaged in the material and excited to learn. It sounds great, right? But every trend will see a fizzle, and this one will inevitably see that too, right? Well, maybe not. Gamification has a number of attributes that make it a popular and potentially longer lasting classroom trend. The handy infographic below takes a look at why games in the classroom may be here to stay. Keep reading to learn more.

30 Places To Get An Online Master’s Degree In Special EdKatie Lepi | September 15, 2013Over 7 million students in the US are receiving special education services, and many teachers are needed. Check out these online master's in special education programs to find the...

By KtBkr44 Powerful BYOD Apps For The Disconnected ClassroomAre you waiting for more bandwidth in your school or computers in your classroom before you take the plunge into edtech and blended learning? Wait no more. Based on...

via www.edudemic.com

Infographic om spill og gamification.

Omvärldsbloggen » Blog Archive » En-till-en är ett långsiktigt förändringsprojekt

I oktober 2010 skrev jag ett inlägg om det nystartade forskningsprojektet Unos uno, lett av Åke Grönlund, professor i informatik vid Örebro universitet. Jag har också återkommit till Unos uno i samband med presentationer på Framtidens lärande 2011, 2012 och 2013.

Syftet med projektet var att undersöka pågående satsningar på varsin dator till alla elever och lärare. Det drevs tillsammans med SKL och tio kommuner i olika delar av landet. Samtidigt startade forskarskolan Teknikburna kunskapsprocesser i akademi och yrkesliv, vars doktorander i varierande grad involverades i arbetet.

Unos uno avslutades vid årsskiftet och för några dagar sedan kom årsrapporten för 2013, som även är slutrapport. 21 mars avrundas Unos uno med ett seminarium på SKL:s huvudkontor i Stockholm. En antologi om hur skolans organisation och undervisning kan utvecklas och förändras med hjälp av teknik kommer då att presenteras.

via omvarld.blogg.skolverket.se

Interessant innlegg av Stefan Pålsson om Unos Uno, 1-1-prosjekt som langsiktig endringsarbeid.

Video fra Fremtidskonferansen 2014 ved Nordahl Grieg videregående skole

 

What Makes a Change Agent? - Edudemic

There are some educators out there that make classroom technology integration look easy. For most of us, it’s a daunting task: converting your paper-and-folder, marker-and-poster classroom systems to mobile devices and the cloud. And the ones who dig right in, despite their reservations, to equip their students with the educational technology experiences they need for a 21st century education seem to have an invincible air about them.

So what’s different about these teachers? What key traits do they have in common that make them stand out as leaders and technology whizzes in their communities?

For starters, they are often new to the field, and they’re not necessarily fresh out of school. In many cases, folks are choosing teaching as a second career and bringing their tech skills to the classroom. Education is one of the only fields that hasn’t yet integrated technology fully into its workings, so many people from other industries find ways to apply their business or engineering tech skills to the classroom. People who can bring new ways of thinking into an educational setting are often more comfortable taking the plunge with technology. And yes, some of them are also fresh out of teacher prep programs and are carrying those experiences into their first jobs.

via www.edudemic.com

Hvem er endringsagentene, og hvordan "ser de ut"?

Leadership for 21st Century Learning - Books - OECD iLibrary

This is the latest of the influential series of OECD reports on Innovative Learning Environments. "Learning leadership" is fundamental because it is about setting direction, taking responsibility for putting learning at the centre and keeping it there. This becomes increasingly complex in 21st century settings, calling for innovation and going beyond the heroics of individual leaders. Many need to be involved, bringing in diverse partners at different levels.

This is all explored in this volume. It clarifies the concepts and the dimensions of learning leadership, relating it to extensive international research and identifying promising strategies to promote it. Specific examples are drawn from Austria, Australia, Canada, Israel, Norway, Singapore, Spain, the United Kingdom and the United States. There is an extensive overview that addresses the "why, what, how, who, where, and when" of learning leadership. Among the international experts contributing to this volume are James Spillane, John MacBeath, Louise Stoll, and Clive Dimmock.

This report will prove to be a valuable resource for all those interested in schooling. It will be of particular interest to teachers and teacher educators, advisors and researchers, the voluntary sector and teacher associations, and, first and foremost, education leaders themselves.

via www.oecd-ilibrary.org

Ny OECD-rapport "Leadership for 21st Century Learning". Den kan kjøpes fra OECD-bookshop eller leses online i en read-only versjon.

Focus on Audience for Better PBL Results | Edutopia

At the end of a project-based learning (PBL) experience, students typically share what they have learned or discovered with an audience. Depending on the project, students might publish their work online, make presentations at a public event, or pitch their ideas to a panel of judges.

For veteran PBL teacher Don Wettrick, "nothing is better than a project that gets community buy-in." Connecting students with an authentic audience is key, he says, to driving engagement and helping students relate what they are learning to the real world. "My top two goals are to help students find great opportunities [for real-world problem solving], and then cheerlead them to a great audience."

Audience interactions might unfold on YouTube or Twitter, where Wettrick (@DonWettrick) helps students "navigate social media and build their digital brand." Face-to-face interactions are equally important. It's not unusual for Wettrick's high school students to make recommendations to the mayor of their Indiana community. "There's no more authentic audience than the mayor," Wettrick says, "when it comes to getting things done."

via www.edutopia.org

Interessant om PBL

Mapping Twitter Topic Networks: From Polarized Crowds to Community Clusters | Pew Research Center's Internet & American Life Project

Conversations on Twitter create networks with identifiable contours as people reply to and mention one another in their tweets. These conversational structures differ, depending on the subject and the people driving the conversation. Six structures are regularly observed: divided, unified, fragmented, clustered, and inward and outward hub and spoke structures. These are created as individuals choose whom to reply to or mention in their Twitter messages and the structures tell a story about the nature of the conversation.

If a topic is political, it is common to see two separate, polarized crowds take shape. They form two distinct discussion groups that mostly do not interact with each other. Frequently these are recognizably liberal or conservative groups. The participants within each separate group commonly mention very different collections of website URLs and use distinct hashtags and words. The split is clearly evident in many highly controversial discussions: people in clusters that we identified as liberal used URLs for mainstream news websites, while groups we identified as conservative used links to conservative news websites and commentary sources. At the center of each group are discussion leaders, the prominent people who are widely replied to or mentioned in the discussion. In polarized discussions, each group links to a different set of influential people or organizations that can be found at the center of each conversation cluster.

While these polarized crowds are common in political conversations on Twitter, it is important to remember that the people who take the time to post and talk about political issues on Twitter are a special group. Unlike many other Twitter members, they pay attention to issues, politicians, and political news, so their conversations are not representative of the views of the full Twitterverse. Moreover, Twitter users are only 18% of internet users and 14% of the overall adult population. Their demographic profile is not reflective of the full population. Additionally, other work by the Pew Research Center has shown that tweeters’ reactions to events are often at odds with overall public opinion— sometimes being more liberal, but not always. Finally, forthcoming survey findings from Pew Research will explore the relatively modest size of the social networking population who exchange political content in their network.

via www.pewinternet.org

Ny rapport fra Pew Internet som ser på konversasjonsstrukturer på Twitter. Interessant!

Emerging Nations Embrace Internet, Mobile Technology | Pew Research Center's Global Attitudes Project

Cell Phones Nearly Ubiquitous in Many Countries

In a remarkably short period of time, internet and mobile technology have become a part of everyday life for some in the emerging and developing world. Cell phones, in particular, are almost omnipresent in many nations. The internet has also made tremendous inroads, although most people in the 24 nations surveyed are still offline.

People around the world are using their cell phones for a variety of purposes, especially for texting and taking pictures, while smaller numbers also use their phones to get political, consumer and health information. Mobile technology is also changing economic life in parts of Africa, where many are using cell phones to make or receive payments.

via www.pewglobal.org

Three Technology Revolutions | Pew Research Center's Internet & American Life Project

Three major technology revolutions have occurred during the period the Pew Research Center has been studying digital technology – and yet more are on the horizon.

First, the rise of the internet changed the way that people got information and shared it with each other, affecting everything from users’ basic social relationships to the way that they work, learn, and take care of themselves. The speed of internet connectivity picked up considerably with the rise of broadband connections. As people adopted those higher-speed, always-on connections, they became different internet users: They spent more time online, performed more activities, watched more video, and themselves become content creators.

Second, mobile connectivity through cell phones, and later smartphones and tablet computers, made any time-anywhere access to information a reality for the vast majority of Americans. Mobile devices have changed the way people think about how and when they can communicate and gather information by making just-in-time and real-time encounters possible. They have also affected the way people allocate their time and attention.

via www.pewinternet.org

Mistillit til l�rerne - Nye meninger

Politikerne har en naiv tro på teknologiens kraft i norsk skole.

Det er store politiske vyer for hva nye teknologiløsninger skal bidra med i skolen. Et lite omtalt problem er at lærerne ikke blir tatt med på råd og at de pedagogiske begrunnelsene er vage. Det er en naiv tro på teknologiens kraft og en utbredt mistillit til lærernes vurderinger og erfaringer.

De siste 20-25 årene har det vært en offensiv satsing på ny teknologi i skolen. De politiske ambisjonene er nedfelt i både stortingsmeldinger og læreplaner. Inspirasjon og gjennomføringskraft har politikerne i stor grad funnet hos teknologientusiastene. Med teknologifikserte visjoner og diffuse slagord har de fått nærmest fritt spillerom, mens lærerne er blitt satt på sidelinja. De siste ukene har det vært mulig å spore en viss endring. Blant en del lærere har vi sett et gryende engasjement og en vilje til å ta opp kampen for sine virkelighetsoppfatninger. Basert på nyere forskning og egne erfaringer viser de til hvordan sosiale medier forstyrrer undervisningen og elevenes konsentrasjon, og at de forsterker utfordringene med mobbing. Flere skoler har sett på mulige begrensninger av elevenes internettbruk, og noen har innført forbud. Det samme har skjedd i andre vestlige land som England, Frankrike og USA. Reaksjonene fra de med ansvar for IKT-satsingen, har som ventet vært kontante og nedlatende.

via www.dagsavisen.no

Innlegg av Geir Haugsbakk ved Høyskolen i Lillehammer. Viktig debatt. Noe av det han skriver er jeg uenig i, men debatten må vi ta.