Pedalogica: educación y TIC

Researchers from the University of Otago, New Zealand, wanted to find out if engaging in normal creative acts make people feel better. An analysis of the information found a pattern of more enthusiasm and higher ‘flourishing’ following days when the undergraduates were more creative.

Study author Dr Tamlin Conner said: ‘There is growing recognition in psychology research that creativity is associated with emotional functioning.

‘However, most of this work focuses on how emotions benefit or hamper creativity, not whether creativity benefits or hampers emotional wellbeing.’

Learn more / En savoir plus / Mehr erfahren: 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Empathy

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Soft+Skills

"Cooking a meal from scratch or knitting a jumper can ward off depression in students, new research suggests. While painting, drawing and writing also helps to boost a sense of wellbeing to keep spirits high."...

For those who are just getting to grips with the power of Twitter, e.g. me, the awareness of just how quickly the world around us is changing comes sharply in to focus.  pupils in schools today have grown up with this understanding, and we, as educators, have a huge responsibility to bring our practice up to date and in line with this rapidly changing world. Young people can in theory cut themselves off from the world and, through the power of technology keep themselves to themselves, entertain themselves 24/7.  They don't need us.  But they do, in order to help them grow and develop as human beings, to learn to control the media to which they have such ready access, not to be controlled by it.

This article outlines how pedagogy in this golden age of technology needs to change.  It provides a good platform for continuing professional development.

At first, many faculty sought to replicate online what they normally do in a classroom. They soon discovered this was not a strategy that was practical, as not all students could access synchronous classes reliably and many had challenges, such as other siblings or parents needing access to the technology, the costs of broadband Internet access exceeding their ability to pay, or were in different time zones. Nor was it efficient.

In fact, what faculty began to discover is what has been known for some time. There is “no empirical evidence that says that classroom instruction benefits students (compared to alternatives) from a learning achievement perspective”, a finding from the Centre for the Study of Learning and Performance at Concordia University. Faculty began to experiment with personal challenges, small group work, project-based learning and the recording of short videos. They began to explore pedagogy, the science and art of instruction based on design.

Faculty sought help from colleagues with previous experience teaching online, looking for evidence for what worked in their discipline. They were inspired by examples for creative arts and music, where Zoom rehearsals and performances produced remarkable and life-changing events. Some discovered open education resources, materials, labs, videos, simulations, games, that helped them find new ways of engaging their online learners. Some truly innovative design ideas emerged, such a course on COVID-19 in which a different “angle” (epidemiology, economics, psychology, virology, politics) became the focus for each week taught by a faculty member from that discipline.

Learn more / En savoir plus / Mehr erfahren:

https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=pedagogy

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