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Connected Minds

 
bombillo_CespedConnected Minds. Technology and today’s learners
With this report the Center for Research and Innovation CERI provides a coherent and comprehensive answer to 3 questions:

  1. Can the claim that today’s learners are New Millennium learners or digital natives, be sustained empirically?
  2. Is there consistent research evidence demonstrating the effects of technology adoption on cognitive development, social values, and learning expectations?
  3. What are the implications for educational policies and practice?

Making an interesting contribution to the ongoing debate of the effects of technology attachment and connectedness in learners, particularly concerning their expectations regarding teaching.
One of the findings shows that students don’t want technology to bring a radical change in teaching and learning but would like to benefit more from their added convenience and increased productivity gains in academic word. If those gains do not become apparent to students then reluctance emerges. That maybe related to the uncertainty, disruptiveness and discomfort that discrete technology-based not clearly leading to learning improvements may cause to them
Read more…
 

An interesting read on its way

Wikipedia source for a first approximation

Ramon Llull

Ramon Llull (Catalan: [rəˈmon ˈʎuʎ]; c. 1232[2] – c. 1315), T.O.S.F. (AnglicisedRaymond LullyRaymond Lull; in Latin Raimundus or Raymundus Lullus orLullius) was a Majorcan writer and philosopherlogician and a Franciscan tertiary. He is credited with writing the first major work of Catalan literature. Recently surfaced manuscripts show him to have anticipated by several centuries prominent work on elections theory. He is also considered a pioneer of computation theory, especially given his influence on Gottfried Leibniz.[1]Llull is well known also as a glossator of Roman Law.[citation needed]
Within the Franciscan Order he is honored as a martyr. He was beatified in 1857 by Pope Pius IX and his feast day was assigned to 30 June and is celebrated by the Third Order of St. Francis.

Connected Minds

This work from OECD answer important question regarding the design of education experience.
Can the claim about todays’ learners called New Millenials or Digital native be sustained empirically?
Is there consistent research evidence demonstrating the effects of technology adoption on cognitive development, social values and learning expectations?
What are the implications of policies and practice?

Technology rich innovative environments

Introduction
Our rapidly changing world has posed the long-standing question to education,
―How can today’s schools be transformed so as to become environments of
teaching and learning that makes individuals lifelong learners and prepare them
for the 21st Century?” 
The response to this question is the focus of the OECD project, Innovative Learning
Environments, and has produced a sampling of the rich array of new visions for education around the  world. As one might imagine, many learning environments have looked to technology in their efforts  to redesign teaching and learning. While technology integration has long been a key area of concern in education, the intersection of technology with our rapidly transforming educational landscape is framing the nature of technology in education in profound, new ways. New and emerging technologies are provoking a re-conceptualisation of teaching and learning, while also serving as catalysts for transformation and innovation.
Successfully preparing all learners with the skills and capacities for 21st century citizenship
global awareness, creativity, collaborative problem-solving, self-directed learning—is no small order,  and many educational leaders are finding that the traditional forms of education that have evolved through the end of the last century are simply inadequate for achieving these goals. At the same time,  while our outer world was transforming, considerable advances have been made in the learning sciences, forcing educators to reconsider how they approach learning, instruction, and the environments created to foster these. Finally, dramatic advances in educational technology have inspired powerful new ways for learners to engage with all kinds of content and activities in their own
self-direct learning experiences. The juxtaposition of these three events creates a very interesting  challenge and opportunity—a space to reconsider, re-imagine, and re-invent learning environments able to prepare and excel each individual for effective life-long learning.
The drive of technology for school change…Read more