Artificial Intelligence (AI) is on the rise. Life with smart machines is rapidly affecting the way we live and work. Interviews with leaders in several different fields about AI point to the same thing: an increasing importance in self-directed learning--lifelong, often project-based and (when possible) with a diverse team.
Although we often believe we act without bias or stereotyping, we’re all subject to unconscious biases: automatic, mental shortcuts we use to process information and make decisions quickly. These shortcuts are useful, but can also influence our actions. And in the classroom, they can have serious consequences—educators could unintentionally discriminate against some of their students, discouraging them from pursuing certain fields of study.
The cliché of a teenager’s love of the telephone dates back to the rotary model. For the 21st century teen, that phone is now a smartphone with nonstop internet access, and 73 percent of teens have them. With schools looking to digital tools to create more impactful learning, should they still be telling their students to leave their devices at the door? EdTech Magazine gathered some best practices from today’s educators.
The Flipped Learning Global Initiative (FLGI), an international coalition of educators, researchers, technologists, professional development providers and education leaders, has declared a new era in flipped learning, designated "Flipped Learning 3.0.". FLGI is launching a series of webinars to explore the concept of Flipped Learning 3.0 and discuss the practical implications for teachers, administrators, flipped learning trainers, researchers, and education policy makers.
If you said to kids, "We're going to play football soccer tomorrow” and they showed up but there's no field, no ball, there's only a 50-page textbook called “The History of Soccer” and then after that, there's a quiz, to see if they know the rules. But if they never played, never kicked the ball, never ran, nobody would like soccer. Well, isn't that how we teach science?
In many schools teachers are having their students work on computers for the entire math lesson. Proponents argue that computer-based lessons allow students to go at their own pace and expose students to content they might not otherwise have an opportunity to see. But these benefits come at a high cost. Kathy Liu Sun reflects on the problems of educational technology.
‘Contract cheating’, whereby students pay companies to complete assignments on their behalf, threatens to seriously undermine higher education standards. Philip M. Newton and Michael J. Draper consider what might be done to tackle this issue.
Today’s college students learn much differently than they used to. With so much access to information and multiple learning platforms online, the attention span of the average college student no longer has time to truly focus on these traditional teaching methods. A possible solution? Microlearning.
Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2017.
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Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
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