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Jay Cross
owner

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11 to go. Who will be our 2000th member here?

Meanwhile, I'm spending most of my time at the Aha! site about DIY learning. Why don't you join us?
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Shaona Williams

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Are you a business owner? Or are you planning to start your own business? If you are, then getting #OnlineGraduateDiplomaInManagement  can certainly prove highly beneficial for you.
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John Miller

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How do we differentiate and scaffold self-directed learning? How do we meet students where they are, yet, continuously stretch them to become more self-directed? Empowering Boundaries You know how you grow a plant. Growi...
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Jay Cross
owner

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The reason I haven't been posting much in this Community is that I'm concentrating on do-it-yourself learning. Join me in the Aha! Community if you're interested in self-directed learning. 
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Shaona Williams

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The common tendency, that has been evidently seen in the opinions of ‪#‎UKstudents‬ was that, international students tend to seek more attention from lecturers and slow down the class due to language issues. Now the pivotal question is, whether really the presence of international students reduces the level of ‪#‎education‬ in UK?
Recently a survey confirms, over half of British graduates think that international students work harder than their British classmates. The figure of almost 54% of British students, that are afraid of their non-UK counterparts in higher education and the possible negative effects.
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Insightful unpacking of scaffolded learning...
 
Scaffolded Social Learning by +Julian Stodd#SocialAge

"Scaffolded Social Learning is built around two types of components: formal elements (‘boxes‘) and ‘bubbles‘ of social."

"So what are we trying to achieve? It’s about creating meaning: in the Social Age, knowledge is no longer enough, instead, our ability to create meaning is what counts. In the formal spaces, we are rehearsing, sharing, narrating our progress. In the bubbles, we are co-creating and ‘sense making‘. The ‘sense making’ function of communities sits at the heart of Social Learning."

"Under a scaffolded Social Learning approach, we are finding ways to let learners create meaning and share it, within their own reality: the story you build will be different from the one i build, we will use different language, but still within an overall structure that is shared."

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Read the full post at: https://julianstodd.wordpress.com/2014/11/05/scaffolded-social-learning/

Also follow +SeaSalt Learning

#learning #sociallearning #sensemaking

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Jenny Thompson

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Dianne Rees

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Looking for inspiration about experiental learning activities for a large room-50-100 people with auditorium style seating.  Know it's a bit of a vague question. Thinking of a scavenger hunt around the room or pairing up activities but that seating issue is thwarting me a bit.

More context-this is a 45 minute orientation session for new hires.
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Shaona Williams

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Do you want to pursue MBA but don't have the degree? Well http://bit.ly/1UQwCYz will tell you how a successful completion of #graduatediplomainbusiness lets students have the leverage over business excellence in a really pocket friendly way.
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Jay Cross
owner

Discussion  - 
 
We're up to 1,961 members! Invite a colleague. 

When do you think we'll hit 2,000? I predict it will be October 1. 
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Check out the Reimagining Work Podcast on iTunes. The podcast is the brainchild of +John Wenger and +Rogier Noort.   
We talk with Kenneth Mikkelsen and Anners Abild about why is learning important, and how did we get it wrong by doing so much theory without integration?
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John Miller

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We know that collaboration and communication skills are essential for students to master for today and tomorrow. One of the goals of an Agile Classroom is to grow the collaborative skills of students and leverage their collab...
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John Miller

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Want to Grow Empowered Learners? | Empowerment Card Deck
Daniel Pink, in his book Drive, says that Mastery, Autonomy and Purpose (MAP) are what really motivates us to our highest levels. Autonomy, or self-directedness, is a critical 21st Century Skill. Yet, we give so little of it ...
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