The More Things Change, The More They Stay The Same…

This scrolled through my Facebook feed last week.

Original image at https://www.facebook.com/photo/?fbid=10166733324205643&set=a.10150348364740643

The more things change…  Zoom school, anyone?

Posts from AADES for 12/14/2021

An item for my Aussie readers.

AADES News feed from the AADES feed

Excerpts: WA – SIDE: Saving a language one word at a time A joint Mathematics project between students at the One Arm Point Remote Community School in the Ardyaloon Community, and the Shenton College Deaf Education Centre in Perth has led to the creation of a board game to consolidate Mathematics concepts and help preserve the Bardi language spoken at Ardyaloon. Read on »

Copyright © 2021 Australasian Association of Distance Education Schools, All rights reserved. You are receiving this email because you signed up for our newsletter in our website Our mailing address is: Australasian Association of Distance Education Schools c/o Sydney Distance Education High School Forbes St Woolloomooloo, NSW 2011 Australia

Posts from AADES for 12/14/2021

An item for my Aussie readers.

AADES News feed from the AADES feed

Excerpts: VIC – VSV teams up with Melbourne Recital Centre for Making Waves concert Virtual School Victoria (VSV) and the Melbourne Recital Centre (MRC) continue to nurture the next generation of composers and performers at the annual Making Waves concert. Read on »

Copyright © 2021 Australasian Association of Distance Education Schools, All rights reserved. You are receiving this email because you signed up for our newsletter in our websiteOur mailing address is: Australasian Association of Distance Education Schools c/o Sydney Distance Education High School Forbes St Woolloomooloo, NSW 2011 Australia

[RED] Llamada a contribuciones para el número especial “Entornos personales de aprendizaje: Desafiando los ecosistemas conectados con la agencia de las personas”

Note the call for this special issue that may be of interest to some readers.

Llamada a contribuciones para el número especial “Entornos personales de aprendizaje: Desafiando los ecosistemas conectados con la agencia de las personas”

Plazo final para recepción de contribuciones: 5 de junio de 2022

Fecha final de notificación sobre aceptación : 15 de julio de 2022

Publicación: Otoño de 2022

 

Editores invitados:

Linda Castañeda, Universidad de Murcia (España)

Graham Attwell, Pontydysgu (Reino Unido)

Nada Dabbagh, George Mason University (EEUU)

 

Este número especial pretende ser esfuerzo para explorar colectivamente los desafíos y nuevas vías de exploración para adoptar el PLE como un enfoque legítimo para el aprendizaje autónomo y a lo largo de toda la vida; y entendido además como una forma de compromiso educativo con el cambio contextual. Para ello invitamos a equipos de autoría a presentar artículos originales –de reflexión teórica fundamentada o de investigación básica o aplicada–en torno a los temas que se indican a continuación:

Temas

• PLE: Teorías y marcos conceptuales
• PLE y Aprendizaje en red/conectado
• La IA y el uso de datos para el PLE
• PLE y didáticas emergentes
• Los PLE en contextos formales, informales y de aprendizaje permanente
• PLE, nuevas alfabetizaciones, identidad, apropiación y agencia
• PLE y educación abierta
• Desafíos futuros para la reflexión sobre el PLE

Visite nuestro site para leer el anuncio completo.

________________________________________________________________________
Revista de Educación a Distancia (RED)

– – – – – – – – – – – – – –

Call for contributions for the special issue “Personal Learning Environments: Challenging Ecosystems Connected with People’s Agency”

Final deadline for receipt of contributions : June 5, 2022

Final date of notification on acceptance: July 15, 2022

Release : Fall 2022

 

Guest editors:

Linda Castañeda, University of Murcia (Spain)

Graham Attwell, Pontydysgu (UK)

Nada Dabbagh, George Mason University (USA)

 

This special issue is intended to be an effort to collectively explore the challenges and new avenues of exploration in embracing PLE as a legitimate approach to lifelong and autonomous learning; and also understood as a form of educational commitment to contextual change. To this end, we invite authorship teams to present original articles – based on theoretical reflection or basic or applied research – on the following topics:

Topics

• PLE: Theories and conceptual frameworks
• PLE and Networked / Connected Learning
• AI and data usage for PLE
• PLE and emergent didactics
• PLEs in formal, informal and lifelong learning contexts
• PLE, new literacies, identity, appropriation and agency
• PLE and open education
• Future challenges for reflection on the PLE

Visit our site to read the full announcement .

________________________________________________________________________
Distance Education Magazine (RED)

[RED] Nueva notificación desde Revista de Educación a Distancia (RED)

The third in a series of table of contents alerts.  Again, no K-12 distance, online, and/or blended learning items in this issue.

Tiene una nueva notificación desde Revista de Educación a Distancia (RED):

Se publicó un número.

Enlace: https://revistas.um.es/red/issue/current

Miguel Zapata Ros

________________________________________________________________________
Revista de Educación a Distancia (RED)

 

You have a new notification from the Distance Education Magazine (RED):

A number was published.

Link: https://revistas.um.es/red/issue/current

Miguel Zapata Ros

________________________________________________________________________
Distance Education Magazine (RED)

The table of contents included:

Vol. 21 No. 68 (2021): Education in Mathematics, Computational Thinking and STEM supported by digital technology. Its instructional design. The activation principle.

Distance Education Journal

Vol. 21 No. 68 (2021): Education in Mathematics, Computational Thinking and STEM supported by digital technology. Its instructional design. The activation principle.

Published: 30-11-2021

DOI: https://doi.org/10.6018/red

Frequency: Two numbers a year fixedly: Spring and Autumn (From 2022: January and July). Eventually special numbers will appear / Dos números al año de forma fija: Primavera y Otoño (A partir de 2022: enero y julio). Eventualmente aparecerán números especiales.

Computational Thinking

• The Activation Principle in Computational Thinking, Mathematics, and STEM Presentation of the special issue

  José Miguel Zapata, Ellen Jameson, Miguel Zapata-Ros, David Merrill
• Considering How to Use First Principles of Instruction and Video Technologies to Support Teachers’ Professional Learning in Mathematics Education

  Drew Polly, Art Recesso, Michael J. Hannafin
• Judgment day: Activating computational thinking activities with popular culture

  Tonia Dousay
• Coding to learn Mathematics in 5th grade: implementation of the ScratchMaths project in Spain

  Jesús Moreno León, Marcos Román González, Ramon García Perales, Gregorio Robles
• The bayesian thinking, a pervasive computational thinking

  Miguel Zapata-Ros, Yamil Buenaño Palacios
• Analysis of “computational thinking”: An educational approach

  J. Ángel Velázquez Iturbide, Mercedes Martín Lope
• Integration of Computational Thinking in Elementary and Secondary School in Latin America: a Systematic Literature Review

  Daniel Andrés Quiroz-Vallejo, Jaime Andrés Carmona-Mesa, Alexander Castrillón-Yepes, Jhony Alexander Villa-Ochoa
• Observational analysis of the development of computational thinking in Early Childhood Education -3 years old- through a proposal for solving problems with a ground robot with programmed directionality

  Marta Terroba, Juan Miguel Ribera, Daniel Lapresa Ajamil, M. Teresa Anguera