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Subscriber Special: Great Price on Coaching

May 28th-31st:

Coaching or Mentoring

BOGO — Buy one month; get the second free

Do any of these sound like you?

Your kindergartners don’t know what ‘enter’, ‘spacebar’, ‘click’ or many other techie words mean but you need to teach them to keyboard, internet, and become digital citizens. How do you start?

You have new students in your class who haven’t had technology training. The rest of the class has. How do you catch them up?

Your principal wants you to teach the technology class but you’ve never done it before. What do you do on the first day?

You’ve been teaching for twenty years but now your Principal wants technology integrated into your class. Where do you start?

You have a wide mix of tech skills among students in your class. How do you differentiate between student geeks and students who wonder what the right mouse button is for?

You’ve been tasked with organizing a Technology Use Plan for your school. Where do you start?

You and colleagues are expected to create a Curriculum Map. How does technology fit into that?

You love being an edtech professional but what’s your career path?

More and more teachers–new and experienced–are looking for coaching or mentoring to fill gaps in their learning, keep up to date on the latest teaching strategies, and solve problems they didn’t expect. Many turn to the personalized approach Ask a Tech Teacher and Structured Learning offer. Coaching is completed via Google Hangouts or Webroom.net or email if that is your preference. After only a short time, teachers find they are better prepared with tech-infused lesson plans, able to teach to standards more fluently, can integrate tech into core classroom time, easily differentiate for student needs with tech, and more.

“Once a month, pick my brain. I’ll share what I’ve learned and what works from 30 years of teaching.” –Jacqui Murray

Normally, we charge a $150 per month with a two month minimum (for a total of $300). This month between the 28th and 30th, get both months of coaching or mentoring for only $150.

Click our PayPal Me here. Add $150.00 to the line.

Because it’s PayPal, you can enter as a guest with any credit card–no PayPal account required.

We wrote the books. We’ll help you deliver on keyboarding, integrating tech into your curriculum, digital citizenship, Common Core, and more. Questions? Ask at askatechteacher at gmail dot com.

Note: If your District has purchased a District license, you get some coaching for free. Check before signing up.

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

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statrano · 6 years ago

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3 razones para agregar cursos en línea a tu currículum y cómo hacerlo

Al buscar un nuevo empleado, diferentes empleadores buscan cosas diferentes, pero todos intentan responder a la misma pregunta : ¿puede este individuo agregar valor a mi negocio? Puede ser una tarea difícil diferenciarse de la multitud pero mostrar el estudio de cursos en línea relevantes, es un excelente punto de partida. Con esto en mente, aquí hay tres razones por las que debe agregar esta educación a tu currículum:

1) Hace una mejor entrevista

Los empleadores utilizan las entrevistas para evaluar el valor que puede agregar a su compañía, y es importante diferenciarse de los demás solicitantes. No todos los días un entrevistador ve un MOOC en un currículum (aunque es cada vez más común).

Agregar cursos en línea relevantes realmente puede ayudarlo a sobresalir. Se trata de una experiencia única que denota experiencias e invita nuevas preguntas, por lo que es importante prepararse para responder a ellas. A continuación, algunas de las preguntas que puedes esperar:

¿Qué te llevó a inscribirte en estos cursos y mejorar tu educación?

¿Qué conocimiento obtuviste de los cursos?

¿Qué puedes hacer ahora que no pudiste hacer antes?

Uno de nuestros estudiantes de edX, Akshay, que consiguió un trabajo en Microsoft, explica cómo la discusión de sus cursos en línea lo ayudó a ser contratado: “Con la estrategia de cambio de Microsoft hacia la nube, la mayoría de las preguntas de la entrevista se referían a la computación en la nube y cuánto entendíamos…. Les conté sobre los cursos que había tomado y que también fui un asistente de clase durante el curso edX. Estaban tan impresionados que, mientras que otros candidatos fueron interrogados durante horas con preguntas técnicas, mis entrevistas fueron cortas y en su mayoría basadas en recursos humanos”

2) Muestra un conjunto relevante de habilidades

Los solicitantes a menudo tienen dificultades para transmitir lo que realmente pueden hacer por una empresa. Hablar con confianza sobre un conjunto de habilidades que ha desarrollado puede ayudar a guiar a los entrevistadores en la dirección correcta.

Akshay, por ejemplo, utilizó los MOOC para desarrollar un conjunto de habilidades valiosas que luego agregó a su currículum. Dio un ejemplo práctico de lo que podía hacer exactamente y pudo transmitir el alcance de su conocimiento durante la entrevista. Con un conjunto importante de habilidades relevantes, los entrevistadores sabían que era un buen candidato.

3) Muestra carácter

Perseguir la educación profesional no solo ayuda a desarrollar importantes habilidades, sino que también muestra un buen carácter.

Completar un curso en línea, en sí mismo, es impresionante. Demuestra motivación y disciplina personal, madurez intelectual, curiosidad y una gran voluntad de aprender: todo lo cual es importante para los empleadores.

Es difícil para los entrevistadores medir siempre estas cualidades, pero es lo que están tratando de hacer. Quieren ver que estás dispuesto a hacer un esfuerzo adicional, porque eso indica pasión, y pasión indica valor. Sin embargo, tenga en cuenta que esto solo se aplica si realmente ha completado el curso y puede hablar sobre lo que aprendió y cómo es relevante para la posición.

Por ejemplo, si está solicitando un trabajo de ingeniería de software, no mencione un curso que tomó sobre la Griego Clásico como experiencia laboral relevante. Algo como Programación en Java o Programación en C es mucho mejor, siempre y cuando puedas hablar con conocimiento de lo que has aprendido. Si no puede hablar de ello, mejor es no incluirlo.

Pero, ¿cómo deberías agregar estos MOOC a tu currículum?

Una de las mejores maneras de incorporar MOOCs en tu currículum es mediante una carta de presentación. Este es un requisito bastante estandarizado en la mayoría de los países, que además te permitirá conectarte con un reclutador o gerente de contratación a nivel personal.

La carta, es un excelente lugar para analizar las habilidades profesionales que ha adquirido y cómo se relacionan con el puesto. Si está enviando su currículum de forma electrónica, incluso puede vincularlo a los perfiles del curso.

Una segunda opción es crear una sección completamente nueva, como “habilidades y objetivos”, “avance personal” o “desarrollo profesional”. Otra ruta sería incluir sus cursos en la sección de educación de su currículum. Esto puede ser especialmente útil si no ha completado un programa de grado, o si está solicitando un trabajo que no está relacionado con su título.

En cualquier caso, solo incluya los cursos que completó y las principales conclusiones de cada uno. No te vendas corto, pero tampoco exageres. Se conciso y asegúrate de que todo lo que incluyas sea relevante para el trabajo.

No olvides actualizar tu perfil de LinkedIn con todos los certificados de cursos que hayas obtenido. edX tiene una útil función que puedes utilizar para esto y que además está incorporada en el panel de control; esta función te permitirá agregar certificados directamente a tu perfil.

The post 3 razones para agregar cursos en línea a tu currículum y cómo hacerlo appeared first on edX Blog.

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statrano · 6 years ago

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What You Might Have Missed in April

Here are the most-read posts for the month of April:

An Open Letter to Teachers About Online Classes

11 Projects to Teach Digital Citizenship

The 15-second Slideshow

What to do when you lose a digital document

Have Google Takeout at Your End-of-Year Party

12 Tech Tasks To End the School Year

Kindergartners need Technology too!

10 Myths about Teaching with Tech

Here’s How to Get Started with Ask a Tech Teacher

5 Favorite Activities to End the School Year

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

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statrano · 6 years ago

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169 Tech Tip #71 How to Move Pics Around in Docs

In these 169 tech-centric situations, you get an overview of pedagogy—the tech topics most important to your teaching—as well as practical strategies to address most classroom tech situations, how to scaffold these to learning, and where they provide the subtext to daily tech-infused education.

Today’s tip: How to Move Pics Around in Docs

Category: Images

Sub-category: MS Office, Google Apps

Q: I added an image to my Word document, but I can’t move it around the page. How do I fix that?

A: Word’s default for inserting a picture on a page is ‘inline’–it treats it as text. Like words on a document, it can’t be easily moved. Here’s how to fix that:

Click on the picture; select ‘Picture Tools’ at the top center of the screen.

Select ‘wrap text’ from the ribbon.

Select ‘tight’ to have words wrap around it.

Now drag and drop it anywhere you’d like.

For detail, and how to do this in Google Apps, visit Tech Tip #12.

Sign up for a new tip each week or buy the entire 169 Real-world Ways to Put Tech into Your Classroom.

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

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statrano · 6 years ago

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An Open Letter to Teachers About Online Classes

Nearly three million students currently attend online programs and six million take at least one online class. This means learning online has become one of the most popular approaches to education.

I am an adjunct profession who teaches solely online for a variety of big-name colleges and Universities. Each year, the classes grow in size. Whether you like it or not, this is the future of education, where people pursue learning without the need for a car, expensive gas, parking fees, campus-based meals, housing (if you live on campus), traffic delays, absent teachers, wait lists for full classes, inflexible time schedules, conflicts with personal schedules, and all those details that make attending college a juggling act. Done right, you don’t have to give up the collaboration, camaraderie, and new friends to get the passion of learning, the huzzah of amazing knowledge, and the high of improving yourself.

What I like best about online classes is that they are personalized learning that differentiates for varied student needs, learning styles, and communication methods. Don’t get me wrong. I know it’s not for everyone but for some, it allows them to achieve their goals without the suffocating structure usually associated with attending on-campus classes.

Before I get into how I teach online classes, here are some of the factors to consider when you weigh online or on-campus:

Pros

Here is a sampling of reasons why students love to learn online:

They develop a community of learners much greater than a typical on-campus class, and these learners can be as involved or distant as they choose to be.

Students learn new tech tools they will see again and again — in fact, that are being adopted by K-12 schools for snow days and student sick days.

Once learned, they are easy. They are designed not for geeks but for everyone else who will try a webtool if it’s intuitive and easy to use.

Online enrollment is not limited by geography or age, making the learning network students access larger than any on-campus class.

Many online classes are accredited by a variety of traditional organizations. That means they’re as rigorous and robust as on-campus versions.

Regulations for online colleges are not decided by where you live but your qualifications, preparation, and interest. This means you may (or may not) have more flexibility in attaining a degree than you would at your local schools.

Students who have reasons for avoiding others — maybe they’re shy — will find online classes better suited to their particular needs.

While most online classes include deadlines and due dates, they don’t restrict how much time students do or don’t spend preparing the material, just its submittal. If you’re one of those who spends more time than the norm (or less), when it’s done from the comfort of your home on your own schedule, it doesn’t matter.

Many students don’t learn well in a traditional school due to classmates, the environment, rules, time limitations, or a different reason. Online classes include fewer distractions, no worries about what to wear, and there are no cliques.

Cons

Online classes aren’t for everyone. Here are some of the reasons why some say they aren’t a good choice:

The perception is that online classes aren’t as rigorous. Pushing your limits is a great benefit of education. If you haven’t found the classes you take online offer this cerebral push, they probably aren’t a good choice in your area.

Some universities don’t yet offer online classes. If your goal is to receive a degree from a particular school, they may not offer fully-fleshed out online degrees. Yet.

If virtual meetings are required (which more and more online classes do), these may be new technology to you and intimidating to try.

Your Internet connection or WiFi may be too spotty or undependable to trust it will work throughout the time required for an online class.

Technology is a show-stopper for some who feel unequipped to handle online LMSs like Blackboard, class forums, virtual get-togethers, homework submittal, and more.

Online classes require self-motivation. While they do have deadlines and due dates, there is little peer or teacher pressure to submit. It is the student responsibility to do the required work and submit it on time.

Be sure the school you are considering is accredited by a group approved by the US Department of Education to meet certain education quality standards.

Running an online class

I have taught both on-campus and online throughout my career. I prefer online not only because it better fits my schedule but because I have always favored responding to the needs of students underserved by traditional education choices. As the professor for an online class, I can adapt to student needs, meet them outside of office hours when required, respond to their email requests more quickly, and approve their desire for program modifications more quickly. Overall, I like being a partner with those passionate about learning but poorly-suited to campus-based classes.

Here are some of the features my students like best about my online classes:

I use a robust Learning Management System (Canvas for some and Google Classroom for others) for all classwork from assignments to sharing resources, submitting homework, taking tests, participating in discussion boards, and attending virtual meetings. Everything a student needs is found in one place. Becoming familiar with the system is no more complicated than finding parking at a campus, locating the room, and understanding the teacher’s particular rules.

Sometimes I work from a textbook but more often, I teach from carefully-selected topical articles, videos, and resources that I collect from what’s available online (legally).

I require weekly Discussion Board participation and I grade student involvement with their classmates. This activity not only replaces the typical classroom socialization but provides students with the start to their own ongoing Professional Learning Network, a valuable resource they take away from classes. I treat the Discussion Board like a faculty lounge where students/teachers stop in, chat, ask and answer questions, and share what’s on their mind.

In most of my online classes, I require attendance at a weekly virtual meeting that lasts between 30-60 minutes and is graded. These are delivered via Canvas’ Big Blue Button (which is fully integrated into the Canvas LMS), Google Hangouts, or Webroom.net. I assign questions that summarize class learning and provide a basis for conversation during the meeting. Virtual meetings give all of us an opportunity to see each other, pursue conversations started on the Discussion Board, and ask about issues from the weekly material. Because I want to encourage lifelong learning, students can join these meetings from anywhere — their home office, classroom, a family picnic, even the car ride to a social event.

I’m always available for questions or dedicated virtual meetings. But before I help with tech issues (like how to use the virtual meeting or the discussion boards), I ask students to try to solve the problems themselves. I want them to realize that the required tech 1) isn’t that hard, and 2) is within their ability. They are problem-solvers even if they don’t know it. And, how they learn the required tech is a model for how they can expect their students to learn it.

Did I miss any details you’d like to know? Ask in the comments!

Oh — BTW — if you’re looking for an interactive online class, I have four starting in June on Differentiation (MTI 563), Tech Tools in Class (MTI 562), Building Digital Citizens (MTI 557), and Using Tech to Teach Writing (MTI 558). They include great resources, are project-based, and offer lots of opportunities to interact with classmates and build your own Professional Learning Network.

More about online classes:

Certificate/College Credit Classes

Remote Learning: Tips for Thriving in This Ecosystem

15 Takeaways from Online Grad School Classes

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of two tech thrillers. You can find her resources at Structured Learning.

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statrano · 6 years ago

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Here’s a Preview of May

Here’s a preview of what’s coming up on Ask a Tech Teacher in July:

Cinco de Mayo Websites

Teacher Appreciation Week

World Password Day

I’m traveling–see you in June!

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of two tech thrillers. You can find her resources at Structured Learning.

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statrano · 6 years ago

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The Talent Behind Acquiring Talent: Meet Rose

Welcome to the latest edition of edX Insider, where we introduce you to people behind the scenes at edX. Today, we sit down with Rose, Recruiter, to chat about her best advice for edX learners, what makes a good recruiter, and more.

Quick Stats: Name: Rose Sinclair Department & Role: Recruiter, Talent Acquisition Hometown: Northfield, Vermont (Go Marauders!) Favorite Song: Don’t Stop Me Now – Queen

What do you think makes edX different? The work we’re doing is meaningful. One of the first things I noticed after starting here is that people bring their A-game to work every day and I think the mission drives that.

What’s your favorite part of working at edX? There’s a lot to be done as we are growing and scaling. This allows for edXers to have a core function but also dive into other areas that help us as we grow, and there’s opportunity for experimentation. I’ve been lucky enough to be empowered on my team to learn more about recruitment marketing, for example, and integrate it into my role.

What would you say are the top 3 most important traits of a recruiter? It’s important to be inquisitive and ask good questions. Recruiters should also be adaptable and resilient.

Best advice for edX learners? I’ve taken one course, Business Communication from RITx, and I think the best advice I have is to commit to a schedule. Block time on your calendar like you would an on-campus class.

One thing your colleagues may not know about you? I worked on a 30 acre wholesale organic farm in central Vermont throughout summers in college. We did it all – washed and packed hundreds of boxes of romaine lettuce for Whole Foods in Boston every week, planted Christmas trees, picked strawberries, and cut cilantro. Eat local!

The post The Talent Behind Acquiring Talent: Meet Rose appeared first on edX Blog.

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statrano · 6 years ago

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11 Projects to Teach Digital Citizenship

Education has changed. No longer is it contained within four classroom walls or the physical site of a school building. Students aren’t confined by the eight hours between school bells or the struggling budget of an underfunded program. Now, education can be found anywhere — teaming up with students in Kenya, Skyping with an author in Sweden, or chatting with an astrophysicist on the International Space Station. Students can use Google Earth to take a virtual tour of a zoo or a blog to collaborate on class research. Learning has no temporal or geographic borders and is available wherever students and teachers find an Internet connection.

This vast landscape of resources is offered digitally, freely (often), and equitably (hopefully), but to take that cerebral trek through the online world, children must know how to do it safely, securely, and responsibly. This used to mean limiting access to the Internet, blocking websites, and layering rules upon rules hoping (vainly) to discourage students from using an infinite and fascinating resource.

It didn’t work.

Best practices now suggest that instead of cocooning students, we teach them to be good digital citizens, confident and competent. Here are eleven projects to teach kids authentically, blended with your regular lessons, the often complicated topic of becoming good digital citizens, knowledgeable about their responsibilities in an Internet world.

Kindergarten

Kindergarteners should learn the essence of what it means to be a good digital citizen. Do this with a tool they all like — art. Have them draw a picture of themselves as a digital citizen. Discuss what this looks like. What would be the landscape around the student? Would s/he be holding anything?

But before they do this, help them understand that protecting their identity is critical. They can start by NOT making their picture look anything like themselves. Then, it’s called an avatar. Why is this important? Print the avatars and hang them around the classroom. Can students identify each other?

1st Grade

A critical skill for first graders is to not only understand the idea of a “digital citizen” but why it’s important to be one. The easiest way is to relate digital citizenship to citizenship in their own neighborhood. What morals and obligations are expected of them there? How does paying attention to their surroundings at the mall equate to paying attention on websites? How is taking a nap after a busy day similar to taking a break from iPad use (or another digital device)? How does crossing the street in front of their house after looking both ways relate to cautiously using websites?

Again using a favorite tool, have students draw a picture of themselves being a good digital citizen as they use school-appropriate websites and apps. To draw this picture correctly requires an understanding of the virtual world. For those who struggle with it, have them share thoughts with a neighbor on where it doesn’t make sense.

2nd Grade

By 2nd grade, students should understand Internet nuances that occur daily in their lives such as accessing websites safely, participating in online discussions kindly, and protecting their privacy to the level that a 2nd grader can. Have a discussion with students about passwords — they probably use them to log onto their computers and some websites or apps. Discuss common ones that their parents might use and they shouldn’t like Password, 123456, and monkey. Then use an online password generator (like Cloudwards or Password Generator) to come up with hard-to-crack passwords.

Another fun project is to have them then create an image cube (like the one available on Big Huge Labs) with six images they drew themselves that represent “Internet safety”. These are created in their favorite school drawing program and then uploaded to the Big Huge Labs template. Once all six are uploaded, print the cube, fold, and keep on student desks to remind them of Internet safety.

3rd Grade

In 3rd grade, students should become grounded in avoiding and/or dealing with cyberbullies. Chances are, they’ve already seen a few but didn’t quite understand their insidious danger. After a thorough discussion on this, have students create a comic in Storyboard That!, ReadWriteThink, or another favorite webtool to share the story of a student being bullied online and how s/he deals with it.

As part of understanding cyberbullies, discuss the concept of “netiquette” — the etiquette of online behavior. Create a Padlet board and post it to the class blog or class Internet start page. There, students can post a “note” about how netiquette contributes to fighting cyberbullying.

4th grade

By this age, students should understand the importance of both digital rights and responsibilities when using the Internet. Break the class into two. Have one group create a Tagxedo (or another cloud tool like Wordle) with words related to “rights” while the second group creates one with words related to “responsibilities”.

5th grade

There are two projects great for this age group to reinforce the characteristics of the online world and interaction with it. First, create a Venn Diagram comparing neighborhood safety and Internet safety. What dangers lurk in each? Where do they overlap? This can tie into math class discussions on graphs and data.

Now that students have thought through these characteristics, have them write a blog post about what it means to be a citizen of the Internet. If you don’t have blogs, students can discuss it using an audio program like Voki or a group vlog like the popular Flipgrid.

Middle School

By this point, students should have a solid understanding of most digital citizenship topics — cyberbullying, privacy, safety, and security. Reinforce how dependent they are on the Internet — and understanding its proper use — by having them take a poll on which geeky products they use daily. Embed the poll into the class blog or website (or shared digitally on the class screen). Students select all that apply to themselves. Then, share the poll results. Students will be surprised at the answers.

Alternatively, if social media is a hot issue in your school, have a debate about the pros and cons of its prominence in student and adult lives. Students can research the topic by talking to older siblings, other users, teachers, administrators, or even parents about how their experiences with social media. Tape the debate and upload the video to the class website or blog.

***

There you have it — eleven projects to authentically discuss digital citizenship. Spread these throughout the school year and tie them into core lessons so this discussion and its importance is never far from the students’ consciousness.

How do you reinforce understanding of this topic throughout the year?

— published first to TeachHUB

More on Digital Citizenship

Teaching Digital Rights and Responsibilities

A Digital Citizenship Curriculum

Building Digital Citizens–an online self-paced class

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

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statrano · 6 years ago

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3 habilidades que necesitas para triunfar en el 2019

A medida que la tecnología revoluciona la economía digital, estamos redefiniendo lo que significa tener éxito en el trabajo. Aparte de las competencias técnicas, los estudios muestran que los empleados también necesitarán una combinación versátil de habilidades humanas o soft skills, habilidades para facilitar los negocios y habilidades Digital Building Block o de bloques de construcción digital. De hecho, de acuerdo con los resultados de una encuesta de edX del 2018, solo una quinta parte de los encuestados considera que la educación de su especialidad universitaria la llevan a su campo actual.

Pero, ¿qué combinación de habilidades significará el éxito? Burning Glass Technologies, en asociación con Business-Higher Education Forum, examinó 150 millones de ofertas de trabajo para determinar las habilidades que los empleadores buscan en el mercado laboral actual. En su investigación, encontraron que tres categorías clave de habilidades, llamadas “Nuevas Habilidades Fundamentales”, serán esenciales para la movilidad laboral y el éxito a medida que el mercado laboral continúe evolucionando. Tener elementos de uno o dos de estos conjuntos de habilidades es deseable, mientras que los tres son una combinación ganadora.

Las tres habilidades

1) Habilidades humanas o “habilidades blandas”: son aquellas habilidades en las que se aplican el pensamiento social, creativo y crítico. Estas habilidades son el camino hacia la innovación y la colaboración y le permite a los equipos trabajar de manera cohesiva.

Cursos para ayudarte a desarrollar habilidades blandas:

Comunicación efectiva para el líder actual

Liderazgo y comportamiento organizacional

Pensamiento crítico: toma de decisiones razonadas

Liderazgo para mandos intermedios

Gestión participativa: motivación y liderazgo organizacional

2) Habilidades habilitadores de los negocios: permite que otras habilidades salgan a relucir en situaciones prácticas. Este conjunto de habilidades permite a las personas conectar las capacidades de las tecnologías digitales con objetivos comerciales más amplios.

Cursos para ayudarte a desarrollar tus habilidades de habilitación empresarial:

Cómo implantar grupos de mejora de procesos

Introducción a la gestión de proyectos

Lánzate a la Innovación con Design Thinking

Diseño de Estrategias Exitosas y Acciones Incontenibles

3) Digital Building Block: estas habilidades son el enfoque de la mayoría de los programas destinados a cerrar la brecha de las habilidades digitales. Las habilidades digitales aprovechan la tecnología para agregar valor y alinearse con los dominios funcionales que son críticos para la economía de la información.

Cursos para ayudarte a desarrollar tus habilidades de bloques de construcción digital:

Aprendizaje automático y ciencia de datos

Big Data sin misterios

Transformación digital en las empresas

Introduction to Artificial Intelligence (AI)

La versión original de este artículo fue publicada en Forbes.

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statrano · 6 years ago

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Transitioning from a ‘Teacher-centric’ to a ‘Student-centric’ Classroom through Digital Learning

“(Technology) is not making teaching obsolete. If anything, it is making the craft of teaching more important” … The Economist, 22nd July 2017

It all began in November, 2014 when I attended the edX Global Forum in Boston. All through the dreary eighteen-hour flight from Bangalore (where I live and work) to Boston, I was restless and unsure, perhaps even skeptical, about MOOCs and the role of technology in education; would I ever tune in to that mode of teaching and learning?

Three days later, when I flew out of Boston at the conclusion of the edX Global Forum, that dilemma had vaporized. My mind was made up, digital learning and more specifically the ‘flipped classroom’ was the way to go! In hindsight, a panel-discussion at the edX Global Forum in which a group of students from edX partner institutions shared their experience about the flipped classroom and how they benefited from it was the ‘inflection point’!

During my flight back to Bangalore and in the days that followed, I chanced upon a few reinforcing statements (unable to recall the source): (1) “Do not confine your students to your own learning, for they are born in another time” (Chinese Proverb?) and (2) “…today’s students are the YouTube and What’s App generation. If their expectations are not met in the classroom, they will resort to the Internet and YouTube to learn!”

Ever since my ‘tryst’ with edX in November 2014, I built and deployed three MOOCs on edX.org in the ‘Banking and Financial Markets’ domain during 2015-16 based on the courses I teach MBA students at the Indian Institute of Management-Bangalore (IIM-Bangalore). By the winter of 2016 those three MOOCs had reached nearly 30,000 students from over a hundred fifty countries on the edX platform. The feedback from the learners was very flattering indeed!

Buoyed by that experience, and recalling the panel discussion on ‘flipped classroom’ at the edX Global Forum in the winter of 2014, I decided to relaunch the courses I teach in the MBA Program at IIM-Bangalore in the ‘flipped classRoom’ format, embedding my 100+ MOOCs videos into those courses. In the ‘flipped classroom’ pedagogy, students watch 3 to 4 videos each of 8 to 10 minutes duration before coming to class, to comprehend the concepts and theories in their own time and at their own pace. In the classroom session that follows, I engage in a Q&A interaction with the students for the first half hour to ensure that they have indeed viewed the videos and grasped the concepts and theories. In the following one hour, the deliberation in the class is taken to the next level when students apply those concepts and theories by solving problems, working on spreadsheets, discussing short cases, etc. I also revisit ill-understood concepts and facilitate peer- to-peer interaction and learning.

Students have, in their course feedback stated that their overall learning experience and knowledge intake had significantly enhanced in the ‘flipped classroom’ pedagogy.

This mode of teaching and learning won the ‘Teaching Innovator’ award from the Ministry of Human Resources Development, Government of India in 2016.

Later, when edX launched with Professional Certificate Programs, my course team and I significantly enhanced the contents (and the rigor) in the original three MOOCs and turned them into a Professional Certificate Program titled ‘Risk Management in Banking and Financial Markets’ comprising five MOOCs and a proctored exam. The first run of the program was launched in August 2018 and successfully concluded in February 2019. Over 25,000 learners from around the world register for the program and 300+ cleared the exam which is testimony to the depth and rigor of the program, both in terms of contents and the evaluation process.

A repeat delivery of that Professional Certificate Program commenced on 5th April 2019 and will go through to end-September, 2019.

If you are currently working in (or wish to get employed) in a bank, brokerage firm, mutual fund or an information technology company and would like to enhance your knowledge and skills in risk management, this Program will be of great value. Click Here for more details.

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statrano · 6 years ago

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169 Tech Tip #49 The 15-second Slideshow

In these 169 tech-centric situations, you get an overview of practical strategies to address most classroom tech situations, how to scaffold these to learning, and where they provide the subtext to daily tech-infused education.

Today’s tip: #49–The 15-second Slideshow

Category: Images

Sub-category: PCs, Macs, Chromebooks, iPads

Q: What’s an easy way Kindergartners and first graders can share a slideshow of their work?

A: If you have PCs:

Go to the Start button; select Computer in the right column.

Select the folder with the pictures you want displayed as a slideshow.

Select Slideshow from the toolbar; push play at the bottom.

Here’s how you do it in Macs:

For Chromebooks:

select Files

select the folder that includes student images

select the image

click Openat the bottom of the screen

hover over the bottom right toolbar and select the video icon for slideshow

For iPads:

collect student pictures into an album

select the album from ‘Photos’

select ‘slideshow’ from upper right; add transitions or music if desired

play slideshow

Another option is Picassa Photo Viewer (can be used on Chromebooks and iPads).

Sign up for a new tip each week or buy the entire 169 Real-world Ways to Put Tech into Your Classroom.

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today and TeachHUB, and author of two tech thrillers. You can find her resources at Structured Learning.

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statrano · 6 years ago

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How AI is Changing Writing: Check out Robot Don

Ask a Tech Teacher contributor, Lisa Griffin, has an interesting AI-inspired tool to share with readers. It brings the best of today’s AI functions to classroom writing programs. See what you think:

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We live in a digital era where the kids are in contact in all sorts of technological solutions that help them learn, connect, and have fun. Furthermore, recent tech advancements are facilitating the inclusion of kids with different sorts of disabilities, allowing them to attend regular classes without any trouble.

Nowadays, Artificial Intelligence is becoming more and more accepted in classrooms all over the world. The benefits of technology usage in schools are vast, including everything from grading tests to analyzing weak spots in courses, providing improvement suggestions. The use of AI in writing and education is also displayed through overwhelming employment of various forms of writing checkers powered by AI. One of these writing assistants is Robot Don, an AI-driven software which we are going to discuss in this article.

What does Robot Don bring to the table?

Writing essays on any given topic includes more than just performing deep research and understanding the issue at hand. It’s about practicing the ability to articulate your knowledge in a manner that is easy to understand and follow. In order to accomplish these goals, proper writing skills are a necessity. This includes impeccable spelling, punctuation, wording, and an extensive vocabulary. According to research, most common undergraduate writing errors include faulty sentence structure, misplaced words, poor punctuation, and pretty slim vocabulary.

While ordinary word processors such as MS Word and others provide some kind of writing assistance, they don’t have the intuitiveness required to feel the flow and the emotion of your text. This is where RobotDon punctuation checker comes into play, bringing forth all the power of Artificial Intelligence that is required to perform more than just menial spellchecking.

More than a spellcheck tool

The most important feature that Robot Don blesses us with is that it’s a browser-based software which means you don’t have to download any installation files and use it on a limited number of devices. All it takes is to create your own account or use an existing Facebook or Google account and you are good to go!

The fact that Robot Don operates though AI allows you to check your texts in just a matter of seconds but also means that the software is learning every day, allowing more advanced results and suggestions. All it takes is to paste your content into the textbox and after a few moments, you will get a detailed overview of your work.

It’s important to write an original piece of content, making sure that all citations and external sources are mentioned. Robot Don compares the imported text with virtually every bit of textual content available online to let you know if the words in front of you are your own.

The algorithm scans the document for grammar errors making it easier for students to fix their mistakes before handing over their work. Depending on the mistakes, the software can provide multiple solutions, allowing students to learn from their mistakes.

Another amazing feature is the readability rating, which provides insight into how easy it is to read the text. Based on the readability score, both students and teachers can follow the advancement in writing, vocabulary, and sentence structure.

Robot Don also analyzes the content for words that repeat too often, providing suggestions for more appropriate alternatives. This is an important feature because placing the same word over and over again looks bad and displays a feeble lexicon.

Studies show that, as time goes by, papers are becoming longer, the genres are changing, and new error patterns appear with each new generation. Robot Don’s AI-powered nature allows it to learn and adapt to new trends which means more accurate writing inspection. Teachers are only humans, and there is always room for mistakes during to lack of concentration, long hours, too much work, and a number of other reasons. Robot Don provides a useful service to both students and teachers alike. It can save hours spent on rating and grading a pile of essays, simply by automating the inspection process.

Conclusion

The time when machines will do our writing for us might be closer than we think, however, the importance of human writing can never be replaced. Teachers should use all the tools available to facilitate the learning process for students and allow them to progress along with the technology of the era. At the same time, the same technology that helps students can also help teachers to perform their jobs more effectively and accurately.

–Lisa Griffin is a writer with years of experience in tech ed industry. Her work includes reviewing various types of technological improvements intended for both students and teachers. Her goal is to make the audience closer to new inventions that make learning easier and more enjoyable.