A virtual reality headset can take students on an immersive journey to another world. But no matter how cool it is, if that $3,000 piece of equipment enters a classroom and doesn’t provide any real instructional value, it can quickly become a very expensive paperweight.
Most schools don’t do edtech procurement really well yet. Sometimes we buy products that end up in closets because they don’t fit the instructional needs of students, and we end up not being good stewards of taxpayer dollars.
Located in the district’s central office, where hundreds of teachers and staff members stop by each week for professional development, the playground offers a creative space that encourages teachers to explore new tools that have been vetted and approved by the district’s tech department.
In the United States, K-12 schools spend more than $13 billion a year on edtech — often without any idea whether it will make a difference in learning outcomes.
This is another example of blanket statements aimed to bank on buzzwords and fashionable tendencies. Indeed, use of social media is an imperative skill for any educational leader, since it provides a modern venue to communicate with the rest of the stakeholders in the educational process: parents, students etc.
However, the process of social media use in education is rather more complex as presented in this article. e.g.:
why the hashtag use is the one and only altmetric consideration for deep data analysis? The author suggests taking “advantage of an analytic tool to measure effectiveness and participation,” but there is no specific recommendation and the choice of the analytical tool as well as the process of analysis is a science on its own
how educators, as suggested by the author, “want to guide students on comment intensity and type while keeping them on topic”? Indeed, an educator abiding by constructivism will facilitate and guide, yet there is a fine boundary between facilitating and dominating the conversation with “guidance.”
The most useless suggestion in the article:
“For administrators, Twitter chats also provide an opportunity to gain student and parent perspectives while giving them more voice in what’s going on within a school or district.”
Are administrators willing to yield that power to their constituency? What does the current research on educational leaders’s attitude reveal regarding their willingness to engage in such open (and difficult to control) discourse? How is such attitude to be changed: this is missing in this article.
What is your approach to the institutional use of social media at your school?
Tracks: Age-Friendly Environments; Business and Aging; Global Aging Curriculum and Policy Issues; Translating Research to Education and Training; Program and Curriculum Development; Workforce Development
Global Leadership Week (GLW) is a week-long celebration of leadership through global action in K-20 education, taking place April 25 – 29, 2016, and organized by the Global Education Conference (GEC) Network. GLW is an opportunity for global education leaders (and those who want to be!) to learn from one another and share effective principles in leadership, particularly within the context of an interconnected, global age.
During Global Leadership Week, leaders in schools, universities, non-profit organizations, and corporations have designed and will be hosting over 25 virtual events to showcase thought leadership. The global education community at large can choose to participate in these online activities by browsing event listings on the GLW calendar. All events are free of charge to attend.
You can participate actively in these events by posting comments and ideas to Twitter using the hashtag #globaled16. Global Leadership Week discussions are also being hosted in a new Edmodo feature called Topics. You’ll need a free Edmodo account to participate and we encourage you to respond to the prompts on this page: https://www.edmodo.com/topics/609/2016-Global-Leadership-Week. Also, feel free to add yourself to the participant map.
AND it’s still not too late to design and host a virtual event focused on global education leadership next week. We will post your event on our website’s calendar. If your organization is a sponsor or a non-profit, we will promote your event through social media. Submit to host an event here. And while time is short, if your organization can reach several thousand educators, consider joining us as an outreach partner. Email Lucy Gray at email@example.com. Include a short description of how you can help get the word out to your network and a logo for your organization.
This event is brought to you by people and organizations who believe in the power of globally connected teaching and learning. GLW is organized by the Global Education Conference Network, Flat Connections, GlobalEdLeader, Global Oneness Project, iEARN-USA, the Learning Revolution Project, and VIF International Education.
Information literacies (media literacy, Research Literacy, digital literacy, visual literacy, financial literacy, health literacy, cyber wellness, infographics, information behavior, trans-literacy, post-literacy)
Information Literacy and academic libraries
Information Literacy and adult education
Information Literacy and blended learning
Information Literacy and distance learning
Information Literacy and mobile devices
Information Literacy and Gamification
Information Literacy and public libraries
Information Literacy in Primary and Secondary Schools
Information Literacy and the Knowledge Economy
Information Literacy and Lifelong Learning
Information Literacy and the Information Society
Information Literacy and the Multimedia Society
Information Literacy and the Digital Society
Information Literacy in the modern world (e.g trends, emerging technologies and innovation, growth of digital resources, digital reference tools, reference services).
The future of Information Literacy
Workplace Information Literacy
Librarians as support to the lifelong learning process
Digital literacy, Digital Citizenship
Digital pedagogy and Information Literacy
Information Literacy Needs in the Electronic Resource Environment
Integrating Information Literacy into the curriculum
Putting Information Literacy theory into practice
Information Literacy training and instruction
Instructional design and performance for Information Literacy (e.g. teaching practice, session design, lesson plans)
Information Literacy and online learning (e.g. self-paced IL modules, online courses, Library Guides)
Information Literacy and Virtual Learning Environments
Supporting users need through library 2.0 and beyond
Digital empowerment and reference work
Information Literacy across the disciplines
Information Literacy and digital preservation
Innovative IL approaches
Student engagement with Information Literacy
Information Literacy, Copyright and Intellectual Property
Information Literacy and Academic Writing
Media and Information Literacy – theoretical approaches (standards, assessment, collaboration, etc.)
The Digital Competence Framework 2.0
Information Literacy theory (models, standards, indicators, Moscow Declaration etc.)
Information Literacy and Artificial intelligence
Information Literacy and information behavior
Information Literacy and reference services: cyber reference services, virtual reference services, mobile reference services
Information Literacy cultural and contextual approaches
Information Literacy and Threshold concepts
Information Literacy evaluation and assessment
Information Literacy in different cultures and countries including national studies
Information Literacy project management
Measuring in Information Literacy instruction assessment
New aspects of education/strategic planning, policy, and advocacy for Information Literacy in a digital age
Information Literacy and the Digital Divide
Policy and Planning for Information Literacy
Branding, promotion and marketing for Information Literacy
Cross –sectorial; and interdisciplinary collaboration and partnerships for Information Literacy
Leadership and Governance for Information Literacy
Strategic planning for IL
Strategies in e-learning to promote self-directed and sustainable learning in the area of Information Literacy skills.
In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counselling; Ubiquitous and lifelong learning; Training programmes and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education.
• In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects.
• In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education.
• In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programmes; Equity, social justice and social change; Ethics and values; Organizational learning and change; Corporate Education.
= Types of Contributions =
All submissions are subjected to a blind-review refereeing process and are divided in these categories:
– Oral Presentations
– Virtual presentations
– Company Presentation
Corporates can also showcase their products or services in the conference exhibitions area by contacting the secretariat or publicity email (provided below).
= Conference Date and Location =
END 2020 will be held in Zagreb, Croatia (Hotel Dubrovnik) and will occur from 27 to 29 of June, 2020.
Badges are a mechanism to award ‘micro-credits’ online. They are awarded by an organization for an individual user, and can be either internal to a website or online community, or use open standards and shared repositories.
In open online learning settings, badges are used to provide incentives for individuals to use our resources and to participate in discussion threads.
The IBM skills gateway is an example of how open badges can be leveraged to document professional development. EDUCAUSE microcredentialing program offers 108 digital badges in five categories (community service, expertise development, presentation and facilitation, leadership development, awards).
Open Badge Initiative and “Digital Badges for Lifelong Learning” became the theme of the fourth Digital Meaning & Learning competition, in which over 30 innovative badge systems and 10 research studies received over $5 million in funding between 2012 and 2013.
Standardization is the key to creating transferability and recognition across contexts
badges awarded for participation are valued less meaningful than skill-based badges. For skill-based badges, evidence of mastery must be associated with the badge along with the evaluation criteria. Having a clear purpose, ensuring transferability, and specifying learning objectives were noted by the interviewees as the top priorities when implementing badge offerings in higher education contexts.
Sheryl Grant is a senior researcher on user experience at OpenWorks Group, a company that focuses on supporting educational web applications and mobile tools, including credentialing services. Prior to her current position, Dr. Grant was Director of Alternative Credentialing and Badge Research at HASTAC. She was part of the team that organized the ‘Badges for Lifelong Learning Competition’.
advice o offer for the design and implementation of digital badges. She stressed that badge systems need to be designed in a participatory manner together with the target audience who is supposed to receive them. This will allow for fair, realistic and transparent criteria. Another crucial aspect is the assessment portion: Who will make verify that the badge credentials are issued correctly? While badges can offer additional motivation, they can also diminish motivation and create a ‘race to the bottom’ if they are obtained too easily. Specifically, Dr. Grant advised to use badges to reward exceptional activities, and acknowledge students who want to go above and beyond. She also gave guidelines on when to avoid issuing badges, i.e., activities that are already graded and activities that are required.
All current UNC badging pilots used the platform cred.ly for issuing badges. An alternative is the Mozilla Open Badge backpack follow-up Badgr. The European platform Badgecraft is another repository with a fairly broad user base. The badge wiki project offers a comprehensive list with implementation details for each platform: Badge Platforms (Badge Wiki). (23 platforms)
Designing Effective Digital Badges (https://www.amazon.com/Designing-Effective-Digital-Badges-Applications/dp/1138306134) is a hands-on guide to the principles, implementation, and assessment of digital badging systems. Informed by the fundamental concepts and research-based characteristics of effective badge design, this book uses real-world examples to convey the advantages and challenges of badging and showcases its application across a variety of contexts.