Skip to main content

Home/ Groups/ Promoción de la salud con herramientas web
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
Circe Palma

Filomena, desde la diferencia.Relatos para debatir y pensar - 3 views

issuu.com/filo

género estereotipos violencia

shared by Circe Palma on 24 Jul 12 - No Cached
  • Circe Palma on 24 Jul 12
     
    Para seguir con este gran viaje de revisión, reflexión, aprendizaje y de acumulación de capital cultural les comparto el cuento de Inma Navarro y Rosa Sanchis que cuestiona la percepción de género basado y justificado en la diferencia sexual por consiguiente los supuestos que validan el "deber" sentir, pensar y actuar de la mujer desde la infancia, lo anterior lo aborda cuestionando en todo momento el ¿Por qué? de tal percepción, es decir refuta los supuestos reflexionando el porque a la mujer se le adjudican ciertos sentimientos, pensamientos y acciones condicionando su manera de interactuar con las/os otras/os y frente a los acontecimientos que la vida día a día le proporciona. Este cuento narra las múltiples experiencias que vivió Filomena (una niña que lucha día a día cuestionando los discursos) durante su infancia ya que no le gusta sentir, pensar y actuar como le decían que debía sentir, pensar y actuar una niña, reprimiéndola y excluyéndola de juegos y maneras de vestir que a ella le gustan. El cuento narra de manera sencilla y entendible como filomena refuta la autoridad de sus mayores cuestionándolos sobre el ¿por que? Dando como resultado que a falta de credibilidad y satisfacción de los supuestos, realizara lo que consideraba que cumpliera sus deseos e intereses. Decidí compartir este material educativo ya que me pareció interesante la manera que aborda el tema además de que considero que es una manera viable que permite reflexionar y visualizar cómo los "discursos dominadores" (supuestos que validan cómo debe sentir, pensar y actuar una mujer que son propagados y hasta cierto punto validados) condicionan a las mujeres limitando, reprimiendo, estigmatizando y excluyendo a las que no se apegan al cien por ciento a los discursos así como percibir la presencia y frecuencia de ellos en nuestra vida desde el momento en que somos concebidas y a lo largo de nuestra vida.
DAVID GARCIA CARDENAS

Promoción de la Salud 2.0 - 6 views

promociondelasalud20.blogspot.fr

salud 2.0 promoción de la con herramientas web

shared by DAVID GARCIA CARDENAS on 09 Nov 12 - No Cached
gloria1178 liked it
  • DAVID GARCIA CARDENAS on 09 Nov 12
     
    para analizarlo posteriormente.
DAVID GARCIA CARDENAS

Convert Prezi to Video. - 2 views

community.prezi.com/...convert_prezi_to_video

prezi video

shared by DAVID GARCIA CARDENAS on 27 Sep 12 - No Cached
  • DAVID GARCIA CARDENAS on 27 Sep 12
     
    Como convertir una presentación de prezi a video
DAVID GARCIA CARDENAS

Twitter as a Metacognitive Support Device by Alan Reid : Learning Solutions Magazine - 0 views

www.learningsolutionsmag.com/...a-metacognitive-support-device

metacognition

shared by DAVID GARCIA CARDENAS on 07 Sep 12 - No Cached
  • Some learners are effective at self-regulation; that is, they guide their learning through metacognition – thinking about their own learning – and through strategic action and evaluation of their own progress. Research has shown that such learners will outperform inadequate self-regulators in nearly every aspect of learning
  • Increasing metacognitive awareness (knowing what you know, and what you don’t know) is critical for better self-regulation
  • Researchers have also pointed out that most learners are deficient in performing basic metacognitive skills and will not actively pursue metacognitive activities on their own.
  • ...10 more annotations...
  • Twitter is a convenient platform to provide this type of metacognitive support.
  • two types of metacognitive support: static/directive support and dynamic/interactive support.
  • Twitter is not static. Rather, it is an interactive tool under learner control
  • to a metacognitive support device that “focuses students’ attention on their own thoughts and on understanding the activities they are engaged in during the course of learning.
  • When used explicitly as a tool to improve self-regulation through metacognitive support, Twitter becomes very effective
  • the class Twitter list to remind each other of due dates, seek help and feedback, and vent their frustrations
  • Twitter offers the ability to prompt students throughout the learning process by asking them to reflect on learning strategies and time management, which ultimately raises metacognitive awareness.
  • it substantially improves engagement and motivation
  • Twitter enhances the social presence outside of the classroom, which leads to overall course satisfaction.
  • Bannert, Maria, M. Hildebrand, and C. Mengelkamp. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25(4), 829-835. doi:10.1016/j.chb.2008.07.002 Cates, W. (2000). Supporting and evaluating metacognition in hypermedia/multimedia learning products. Retrieved from http://www.lehigh.edu/~wmc0/MetacognitionInHypermediaMultimedia.pdf Junco, R., G. Heiberger, and E. Loken. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132. doi: 10.1111/j.1365-2729.2010.00387.x Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press. Reid, A., D. Houchen-Clagett, and J.B. Browning. (2012). Twitter: Integration into developmental English and technology. In Cheal, C., Coughlin, J., & Moore, S. (Eds.), Transformation in Teaching: Social Media Strategies in Higher Education (391-412). Santa Rosa, CA: Informing Science Institute. Weinstein, C.E., J. Husman, and D.R. Dierking. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 727-747). San Diego, CA: Academic Press. doi: 10.1016/B978-012109890-2/50051-2 Winne, P. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559-565. doi: 10.1007/s11251-005-1280-9
DAVID GARCIA CARDENAS

Facilitating collaborative learning: A recipe for success | Centre for Learning & Perfo... - 0 views

c4lpt.co.uk/...-learning-a-recipe-for-success

shared by DAVID GARCIA CARDENAS on 07 Sep 12 - No Cached
  • Here she shares her experiences of the online workshops she has been offering at the Social Learning Centre, a global online community for learning professionals.
  • In the “e-learning era” the focus of training moved to designing and developing sophisticated, self-paced, online course content, and then managing access to it in a LMS. With the emergence of the “networked learning era” training departments have begun to think about how they can add “social” into the mix. One approach has simply been to b
  • as they often find it annoying having to move back and forth from the content to the community, they usually end up ignoring the community altogether.
  • ...18 more annotations...
  • where the content is well-integrated within the community, and in fact co-created by the community, and where the emphasis is placed much more on the interactions, knowledge sharing and conversations of the participants – than on the content per se.
  • is not on creating lots of very stylish content and pushing it down to people, but on promoting social and collaborative learning, such that the learners fully participate in the learning experience. In pedagogical terms, it uses a social constructivist, learner-centric, “guide on the side” approach – where the learners are equal partners in the process).
  • INGREDIENTS
  •  Some one who wants both to share his/her expertise but is interested in hearing the views and experiences of others, and is willing to facilitate discussions. In other words an enthusiastic, knowledgeable, credible, person who can stimulate conversation and encourage collaborative learning
  • A group of people who are hungry to learn from the one another and willing to share their experiences.
  •  A private online group space where discussions can be held and resources can be shared. 
  • This could be in a private community platform or enterprise network or in a private online group space.  Key features of the platform/ space that are desirable include user profiling, an activity stream (which supports real time updates and threaded comments), and notifications to keep participants up to date with new messag
  • Note this space should be one that focuses on enabling social interaction and knowledge sharing rather than managing learning, hence a course or learning management system, even with social functionality, is not the ideal platform. The SLC is powered by Buddypress, an open source social network plugin for WordPress.
  • A period of time that allows for reflection and discussion, and takes into consideration everyone’s busy schedules. We’ve found 2-4 weeks works best with participants allowing for a commitment of 2-3 hours a week.
  • Identify the performance outcomes
  • The first task is to identify what participants should be able to do as a result of their participation in the workshop. That is, it is important to identify performance objectives rather than learning objectives.
  • 6  - Design some practical and reflective tasks – Next design some individual or collaborative tasks, probably 4-5 for a 2-4 week period.  These should be aimed at encouraging participants to share their experiences and/or to promote further conversation.
  • Now start thinking about some content that will provide some input into each task. This is likely to include some readings and some explanatory text to stimulate thinking and discussion. But keep it short and simple! Basic web pages are quite adequate with just text and graphics. Embedded videos and presentations add further visual interest. But remember, it doesn’t require highly stylized, “all-singing, all-dancing” multimedia content.  The content is there to promote and support conversation and discussion, not be the focus of the workshop.
  • 8  - Build in as much autonomy as possible
  • This includes supporting choice not only in terms of who signs up  (don’t force people to be involved who won’t benefit from the experience, see 2 above), but also in terms of how and when people carry out the activities (don’t try and force task deadlines) as well as in terms of how and when participates contribute (you can’t force people to be social, only encourage them to be so.).
  •  Provide lite-touch facilitation  - This should be both proactive and reactive facilitation, and will include welcoming participants, providing some guidance on how the workshop will run, encouraging introductions and the identification of participants’ own performance objectives, answering questions, as well as sharing new resources. In fact, it is about modeling the new collaborative behaviours you are seeking to promote in the participants.
  •  Encourage self-evaluation of performance outcome
  • You know when you are in a community of practice, if it changes your practice.”
DAVID GARCIA CARDENAS

3 Reasons why Students Don't Participate in Online Discussions | online learning insights - 0 views

onlinelearninginsights.wordpress.com/...ticipate-in-online-discussions

online learning online participation Participación de usuarios

shared by DAVID GARCIA CARDENAS on 03 Sep 12 - No Cached
  • Why don’t students contribute even when their involvement is graded?
  • I’ve identified possible reasons for student reticence and strategies that course instructors can implement to overcome each.
  • several suggestions for encouraging student participation in discussion forums that include: Providing practice during an orientation period to increase familiarity with th
  • ...20 more annotations...
  • technical aspect of forums as well as the social dimension.
  • Associating a grade with discussion contributions. Adding a rubric with concise expectations. Developing open-ended and thoughtful questions that stimulate analytical thought. Becoming involved strategically in the forums – not overpowering but encouraging
  • non-participation persists.
  • Poor timing of due dates
  • Due dates for discussion responses that fall within the workweek pose a problem for many online students given that the majority are adult learners working full-time. Research shows that online students tend to complete their course work on the weekends.
  • This timing can be awkward for working adults. In order that students make meaningful contributions to discussions, the week’s reading, lectures or content presentation usually need to be completed prior to their post
  • This allows the student time to engage with the content by reflecting and considering it. The act of articulating a response in the forum via a written post is the first step. Discussion that ensues between students deepens learning through dialogue and meaningful exchanges
  • Consider adopting a schedule that accommodates the working adult. Several institutions have a class week that begins on a Wednesday and ends the following Tuesday
  • 2)  Reticent Students
  • Students who feel apprehensive about participating is more common than you might think. In the students introduction forum reticent students can be identified. Frequently these students will reveal their apprehension subtly or even blatantly by mentioning their ‘newness’, their angst, even suggesting that they ‘don’t have much to contribute’.
  • Identify the reticent students early on.
  • Within the first week or two, you should be able to pinpoint these students either through reading their introduction posts, or through non-participation in graded discussions. There are a few options:
  • Consider making smaller discussion groups of 4 or 5 students if the class is large
  • Create facilitation teams of 2 or 3 students that rotate throughout the course the duties of the moderator for a given week. Each facilitation team would be responsible for guiding the discussion for one week. Duties would involve responding to students, challenging, encouraging discussion and summarizing key points at the end of the week. Pair reticent students with stronger or more experienced learners.
  • Contact the diffident student via email indicating that you have noticed he or she has not participated. Offer support and encouragement.
  • 3)  Student Posts that are shallow/lack depth
  • This comment refers to an important theme that addresses quality and depth of student responses that directly relates to the level of critical thinking skills applied. One of the goals of the discussion forum is to encourage students to engage in meaningful and thoughtful dialogue which won’t be achieved with lightweight replies.
  • This is the most challenging of the three scenarios to address, though by providing guidelines and expectations in the rubric for responses as well as initial posts, students will be more likely to provide meaningful replies. Another strategy is to challenge students that provide one-sentence responses by asking the student to elaborate and/or provide further examples. Calling out students that post shallow replies might also address the problem.
  • responsibility for learning does not rest entirely with the instructor.
  • The learner, especially the online student, owns his or her learning.
DAVID GARCIA CARDENAS

El desafío de educar desafiando - 0 views

www.cooltivarte.com/index.php

Educación materiales de apoyo para los cursos promoción la salud

shared by DAVID GARCIA CARDENAS on 27 Aug 12 - No Cached
    • DAVID GARCIA CARDENAS
      DAVID GARCIA CARDENAS on 27 Aug 12
       
      Me parece que ni uno ni lo otro, si el educador tiene algo que enseñar, algo que sabe que será útil al otro, debe hacerlo. También debe crear un ambiente para que el otro construya sus preguntas (necesidades de conocimiento) y elabore sus respuestas. Así mismo debe crear un ambiente en el que le muestre a los demás el camino que usó o usa para aprender, no para enseñarlo como una solución sino como una manera de hacer las cosas. 
    • DAVID GARCIA CARDENAS
      DAVID GARCIA CARDENAS on 27 Aug 12
       
      Me parece que la definición de "desafiador" que establece no resuelve adecuadamente el dilema que plantea entre educador bancario y facilitador. El que el educador se incluya en el proceso de aprendizaje como persona que aprende está bien, pero no está claro si eso es lo que propone...
  • Para Jara ”pensarnos como “desafiadores” o “desafiadoras”, supone colocarnos como actores y actoras del proceso: es decir
  • ...5 more annotations...
  • activos y comprometidos con las personas con quienes trabajamos, con su contexto, sus dilemas, sus opciones y alternativas posibles. Por eso, tal vez el primer “desafío” viene por parte del grupo hacia nosotros/as; son ellos y ellas quienes nos desafían con sus preguntas; sus intereses (o su desinterés); sus conocimientos, afirmaciones o negaciones sobre los contenidos a trabajar; su percepción sobre nosotros/as: sobre nuestro papel, nuestras capacidades o nuestros comportamientos; sus expectativas, sus palabras o sus silencios
  • Paulo Freire dando un concreto soporte a Oscar Jara para el que hay que “educar para la curiosidad”. Lo que significa generar condiciones para el aprendizaje crítico necesitando para ello del  compromiso por parte del educador con todo el proceso de construcción de capacidades.
    • DAVID GARCIA CARDENAS
      DAVID GARCIA CARDENAS on 27 Aug 12
       
      Pareciera que todo gira en torno a la motivación, lo cual me parece desafortunado. La motivación intrínseca, aquella derivada de la curiosidad por aprender es sin duda un elemento muy importante en la educación, y una educación fundada en la promoción de la curiosidad intrínseca y en enseñar a los estudiantes a satisfacerla es si duda un elemento importante pero no lo es todo.  Por otro lado no debemos olvidar que en el caso de adultos, junto a la naturaleza curiosa del ser humano (que nos dispara la curiosidad intrínseca) se agrega la necesidad práctica: el saber algo para poder resolver un  problema.  
  • sto obliga al desafiador a  “asumir el riesgo de compartir búsquedas y preguntas y no sólo afirmaciones o negaciones” *. De esa forma, en el sutil equilibrio de desafiar (con los limitados saberes propios) y ser desafiados (con los saberes que también tienen los otros), es donde se originan las posibilidades para la construcción del conocimiento.
    • DAVID GARCIA CARDENAS
      DAVID GARCIA CARDENAS on 27 Aug 12
       
      Esta frase me parece muy afortunada y de una gran profundidad: el educador tiene que ser un aprendiz, un ser en búsqueda junto con los estudiantes. Modelar la duda, la incertidumbre, la curiosidad y la necesidad de conocimiento. No como alguien a quién imitar ciegamente, sino como alguien en quién contrastarse, reflejarse y aprender. Lo mismo para los promotores de salud.
DAVID GARCIA CARDENAS

World Internet Project :: México - 0 views

www.wip.mx

shared by DAVID GARCIA CARDENAS on 14 Aug 12 - No Cached
  • DAVID GARCIA CARDENAS on 14 Aug 12
     
    será interesante revisarlo, pesando en las personas a las que les podrían servir nuestras páginas promotras de la salud
Circe Palma

La cenicienta que no quería comer perdices - 2 views

www.mujeresenred.net/...taquenoqueriacomerperdices.pdf

género estereotipos Promoción de la Salud Emancipadora

shared by Circe Palma on 24 Jul 12 - No Cached
  • Circe Palma on 24 Jul 12
     
    Es un cuento que igual que filomena permite percibir como los discursos dominadores del género condicionan el sentir, pensar y actuar de las mujeres y de los homres estipulando roles y estereotipos de género propagados y validados por la diferencia sexual de las personas. Me parece que es un material viable que permite entender de manera accesible y entretenida el objetivo del material. Me parece ingeniosa la manera en que lo presentan ya que cuestiona los supuestos y estereotipos de género de las historias de Disney, propiciando a que las mujeres y hombres cuestionen los discursos dominadores. Además utiliza animaciones que son contrarias a lo que la mayoría de los cuentos presenta y considero que esa característica es buena ya que no reproduce ni valida cuerpos y caras perfectas. Al igual me gustaría utilizar este material para alguna actividad que sirva como situación generadora en el TR tengo varias ideas en mi cabeza de cómo hacerlos pero tengo que encontrar la manera más viable de plasmarlo. Tanto "Filomena" como "La cenicienta que no quería comer perdices", son dos de los materiales virtuales que me han agradado por eso, deseo, que estos contribuyan en la realización de mi TR.
DAVID GARCIA CARDENAS

TALL blog » Blog Archive » Education should move us - 0 views

tallblog.conted.ox.ac.uk/...education-should-move-us

shared by DAVID GARCIA CARDENAS on 25 Jun 12 - No Cached
  • Even if this is the case many find being visible in their practice online stressful. Reflecting on her own teaching practice Lindsay Jordan highlighted that moving students from a Visitor to a more Resident mode online is often a painful process. She spoke of how distressing encouraging her students to start sharing in an open manner via blogging was – distressing both for her and for them.
  • the role of education should be to equip learners with the ability to cope with uncertainty, that we should be encouraging agile, innovative thinkers who can move and create in rapidly changing sectors. He suggested that having a ‘Resident’ approach online is now an important element of that agility
  • t was clear that some students were tentative about sharing their thoughts and themselves online and engaged only because activity within the social media platform was being assessed. As a sector we struggle to engage students at the Resident end of the continuum and haven’t yet found elegant ways of activating learner-owned-literacies in an institutional context.
  • ...2 more annotations...
  • I am beginning to realise its importance in equipping individuals to become resilient beyond a single role or institution
  • Moving is always a painful process and this holds true when we move to inhabit ‘places’ online.
DAVID GARCIA CARDENAS

HIMSS Blog | Transforming Healthcare Through IT - 0 views

blog.himss.org

shared by DAVID GARCIA CARDENAS on 25 Jun 12 - No Cached
  • DAVID GARCIA CARDENAS on 25 Jun 12
     
    una comunidad de aprendizaje para profesionales de la salud
DAVID GARCIA CARDENAS

Networked Learning - Learning Networks | Scoop.it - 0 views

www.scoop.it/...ked-learning-learning-networks

peter sloep

shared by DAVID GARCIA CARDENAS on 22 Jun 12 - No Cached
  • a learning network should first of all be about people, not content, and second at least be intended as a means of interacting with them (that this doesn't alway happen is another matter). Content may be involved, but only if people act as its proxy. And that goes for the practices and techniques to acquire content as well.
    • DAVID GARCIA CARDENAS
      DAVID GARCIA CARDENAS on 25 Jun 12
       
      adding content is relatively easy, specially in book marking and other recycling tehcniques. I agree with his opinion. I believe the most valuable content is the one that emerges from the social interaction, specially the personal and collective reflection
Circe Palma

Mi novio me controla... lo normal - 2 views

minoviomecontrola.blogspot.mx

shared by Circe Palma on 30 May 12 - No Cached
  • las mujeres se nos ha inculcado y educado para tener unas relaciones de competitividad con las otras mujeres, que especialmente aflora en la adolescencia
    • Circe Palma
      Circe Palma on 30 May 12
       
      uff que fuerte que entre mujeres exista este tipo de sentimientos,pensamientos por consiguiente acciones. al leer esto me recordo el ¿por qué? de mi TR, este tipo de sentimientos,pensamientos y acciones son las que quiero minimizar a través de la reflexión de cada mujer en su realidad en compañia del material educativo.
1 - 20 of 53 Next › Last »
Showing 20▼ items per page