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Enrique Rubio Royo

EduDemic » Twitter Launches Official Guide To Tweeting [VIDEOS] - 0 views

edudemic.com/...icial-guide-to-tweeting-videos

twitter guide edudemic how-to

shared by Enrique Rubio Royo on 21 Sep 10 - Cached
  • While we were glad to write up a handy guide to Twitter for teachers, the microblogging service has just rolled out an array of How To videos for their service. The recently launched Twitter Help Center now features a number of videos to answer questions such as “What is Retweet?” “What is Following?” “What is a Timeline?” and “How to Find People and Be Found“. Twitter has also set up a YouTube account for these videos.
Enrique Rubio Royo

ID and Other Reflections: My Learning Tools - 0 views

idreflections.blogspot.com/...my-learning-tools.html

tools pkm sahana elearner eaprende learning_tools

shared by Enrique Rubio Royo on 30 Mar 10 - Cached
  • I just finished reading Harold Jarche’s post: Seek, Sense, ShareIn the post, he talks about how seeking information, then applying our personal sense-making filters to it, and finally sharing it helps us to see the interconnections, patterns and the larger whole. This is why the process of “seek, sense, share” becomes so important in one’s personal learning and knowledge management. This set me thinking about how I manage my personal knowledge and from there it led to the tools I use to do in this networked world.
Enrique Rubio Royo

A Transition Path to the Future - Social Media In Learning - 0 views

janeknight.typepad.com/...a-transition-path.html

shared by Enrique Rubio Royo on 06 May 10 - Cached
  • moving towards a more collaborative approach to learning and working in an organisation- and one which supports the big picture of "learning", rather than the tiny, 20% of learning, that takes place in classrooms or online courses.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 06 May 10
       
      Exactamente lo que estamos proponiendo para el eAprendiz (gestión de su PLM, como soporte de su ecosistema de desarrollo personal: PKM + REA + RCI + eportfolio + blog + RSs + BPC + ...), de trabajo y aprendizaje en RED.
  • Although many L&D professionals understand the reality of today's workplace and the need to take a more 21st century approach to "learning" than simply creating courses and workshops and using a command and control system to manage learners, what is stopping them is knowing HOW to move forward.
  • the transition path to a post-LMS future,
  • ...6 more annotations...
  • I'm not suggesting that in every case, you should junk your LMS completely
  • but you certainly need to take an honest look at whether it is delivering what you need in the workplace today.
  • A subsequent step in the Transition Path involves identifying a new 21st century collaboration platform that will underpin learning and working in your organisation. 
  • My Internet Time Alliance colleague, Harold Jarche, has written a follow up posting
  • further steps in the Transition Path
  • supporting and managing the transition process in terms of implementaton of the new system, and the new skills and mindset required.
Enrique Rubio Royo

Harold Jarche » Agility and Autonomy - 0 views

www.jarche.com/...agility-and-autonomy

shared by Enrique Rubio Royo on 06 May 10 - Cached
  • a significant portion of the workforce has not been able to develop the skills to learn for themselves.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 06 May 10
       
      Característica fundamental que sustenta nuestra propuesta de 'eAprendiz'.
  • The message from many workplaces continues to be that good employees wait for their supervisor to tell them what to do.
  • However, when we move away from a “design it first, then build it” mindset, we need to engage everyone in critical and systems thinking. Workers in agile workplaces must be passionate, adaptive, innovative, and collaborative. The way to begin is to become autonomous.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 06 May 10
       
      De nuevo características del 'eAprendiz'.
  • ...8 more annotations...
  • Developing practical methods, like PKM, is a start on the path to autonomy.
  • A major premise of PKM is that it is Personal and there are many ways to practice it. 
  • Social Learning
  • Social learning is how things get done in networks.
  • Agility is a necessity because we are dealing with increasing complexity.
  • Learner autonomy is a foundation for effective social learning within and without the enterprise and social learning is the lubricant for an agile organization.
  • principles of communicating, focusing on simplicity, releasing often and testing often
  • n order to develop the necessary emergent practices to deal with complexity you need to first cultivate diversity [autonomy of each learner] .
Enrique Rubio Royo

Informe Mundial sobre las Ciencias Sociales | Organización de las Naciones Un... - 0 views

www.unesco.org/...world-social-science-report

unesco informe ciencias_sociales sociedadRED brechas 2010

shared by Enrique Rubio Royo on 26 Jun 10 - No Cached
  • “Las brechas del conocimiento”
  • los esfuerzos realizados en el campo de las ciencias sociales, al tender a concentrarse demasiado en los países industrializados de cultura anglosajona, no dan todos los resultados que cabría esperar. De esta manera, se está desperdiciando la oportunidad de explorar perspectivas y paradigmas arraigados en otras culturas y lenguas”
  • El Informe destaca que las ciencias sociales son más necesarias que nunca para tratar con eficacia los problemas más graves con que tropieza la humanidad
  • ...2 more annotations...
  • El Informe tiene un triple aspecto: descriptivo, con una presentación de hechos y estadísticas sobre la producción de las ciencias sociales y su difusión en el mundo; orientado a la solución de problemas, con un examen de la aplicación de las ciencias sociales a la problemática de la sociedad contemporánea; y reflexivo, con ensayos en los que se discurre sobre perspectivas generales y temas de interés regional.
  • Los 10 capítulos del Informe abarcan, entre otros, los temas siguientes: ciencias sociales y cambios mundiales; panorama de las ciencias sociales en las distintas regiones del mundo; capacidades en materia de investigación y fuga de cerebros; internacionalización; competición en la sociedad del conocimiento; y elaboración de políticas.
Enrique Rubio Royo

Internacionalización y acreditación regional en Iberoamérica « E-Universidades - 0 views

dominosconsultora.wordpress.com/...internacionalizacion

acreditación noticia universia iberoamerica evaluacion

shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • Uno de los temas que ocupa más espacio en la agenda universitaria en la actualidad es el de la movilidad y la internacionalización de la educación superior, en particular la universitaria
  • encuentro de rectores
  • necesidad de intensificar las relaciones entre las universidades de la región, de manera de compartir experiencias comunes y aprovechar sinergias que resulten mutuamente beneficiosas para todas las instituciones y consolidar, en un plazo de 10 años, un espacio iberoamericano del conocimiento.
  • ...1 more annotation...
  • a evaluación y acreditación de la calidad son valoradas como un factor necesario para avanzar en el camino de la internacionalización y la consolidación de una red de universidades en la región.
Enrique Rubio Royo

100 Inspiring Ways to Use Social Media In the Classroom | Online Universities - 0 views

www.onlineuniversities.com/...-social-media-in-the-classroom

socialmedia recursos docencia ideas teaching aula2.0 twitter

shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • Social media may have started out as a fun way to connect with friends, but it has evolved to become a powerful tool for education and business. Sites such as Facebook and Twitter and tools such as Skype are connecting students to learning opportunities in new and exciting ways. Whether you teach an elementary class, a traditional college class, or at an online university, you will find inspirational ways to incorporate social media in your classroom with this list.
Enrique Rubio Royo

19 Resources about Personal Learning Networks (PLNs) | Teacher Reboot Camp - 0 views

teacherbootcamp.edublogs.org/...ersonal-learning-networks-plns

recursos PLN REA social learning socialmedia videos presentaciones voicethread teaching howto eaprende

shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • I have researched the what, who, when, how, and why of Personal/Professional/Passionate Learning Networks (PLNs). We have seen the benefits of the people we choose to connect, collaborate, and problem solve with through social media.
  • A community raises a child! Yes, I do believe this, which is why I am passionate about PLNs.
  • Research about PLNs Below are 16 resources I have collected about the history of PLNs, how to build a PLN, and the tools needed to build a PLN.
Enrique Rubio Royo

Negroponte: One Laptop Per Child is now a $75 Android Tablet - Google 24/7 - Fortune Tech - 0 views

tech.fortune.cnn.com/...ild-is-now-a-75-android-tablet

android negroponte laptop olpc google

shared by Enrique Rubio Royo on 30 May 10 - Cached
  • he former head of MIT's Media Lab said the next OLPC device, the XO-3, would be a 9-inch tablet made by Marvell and running Google's Android OS.
  • The device will be based on Marvell's Moby platform and will initially cost $99 for the hardware, but that price is expected to drop to $75 by 2011.  What does the Moby platform buy you?   According to Marvell, Moby is: Powered by high-performance, highly scalable, and low-power Marvell® ARMADA™ 600 series of application processors, the Moby tablet features gigahertz-class processor speed, 1080p full-HD encode and decode, intelligent power management, power-efficient Wi-Fi/Bluetooth/FM/GPS connectivity, high performance 3D graphics capability and support for multiple software standards including full Adobe Flash, Android™ and Windows Mobile.  The ultra low power Moby tablet is designed for long-battery life.
Enrique Rubio Royo

iCamp » Blog Archive » iCamp Handbook available in Spanish - 0 views

www.icamp.eu/...-handbook-available-in-spanish

handbook icamp emedia eaprende UE libro

shared by Enrique Rubio Royo on 02 Jun 10 - Cached
  • Enrique Rubio Royo on 02 Jun 10
     
    ""Manual de Uso del Software Social en la Educación Superior"."
Enrique Rubio Royo

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

www.ascilite.org.au/...drexler.html

model networked_student profesores docencia PLE eaprende eaprendiz eaprendizaje

shared by Enrique Rubio Royo on 28 Jun 10 - Cached
  • Networked Student Model
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      Modelo de 'alumno en red' vs nuestro eAprendiz
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      Interesante pensar como adecuamos nuestro modelo de PLWE, no solo al profesor (ya lo tenemos), sino al elearner (quizás el PLWE reducido?)
  • The Networked Student Model and a test case are described in detail along with implications and considerations for additional research
  • to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience.
  • ...76 more annotations...
  • It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.
  • Emerging web applications offer unique opportunities to customise the learning environment for individual learners
  • In the past, learning environments were immediately associated with a physical location
  • however, the concept is increasingly expanded to include online learning, virtual schools, and blended opportunities that combine traditional with digital options
  • Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009). Imagine the potential frustration that self-regulated learning holds for students who are quite comfortably accustomed to specific teacher directions with finite expectations.
  • learner motivation
  • Personal learning suggests learner autonomy and increased self regulation
  • self-directed.
  • they are also required to take an active role in the learning process by making decisions
  • Teachers, on the other hand, are challenged to provide an appropriate balance between structure and learner autonomy in order to facilitate self-directed, personalised learning
  • Such a scenario further presents challenges to traditional forms of assessment
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach
  • He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum"
  • The purpose of this test case is to introduce a model for the student construction of personal learning environments that balances teacher control with increased student autonomy
  • a level of structure is required to scaffold the learning process
  • Networked learning refers specifically to "learning in which information communication technology is used to promote connections: between one learner and other learners, between learners and tutors, between a learning community and its learning resources"
  • Networked learning is manifested in personal learning environments (PLEs), or "systems that help learners take control of and manage their own learning"
  • a model of the networked teacher that represents an educator's professional personal learning environment (PLE)
  • Figure 1: The Networked Teacher (Couros, 2008) It is a model through which teachers begin to build professional connections to support teaching practice
  • The Networked Student Model adapts Couros' vision for teacher professional development in a format that is applicable to the K-12 student. It includes four primary categories, each with many components evident in the networked teacher version (Figure 2).
  • he networked student follows a constructivist approach to learning. He or she constructs knowledge based on experiences and social interactions
  • Constructivism encourages "greater participation by students in their appropriation of scholarly knowledge"
  • Technology supports this appropriation as a collection of tools that promote knowledge construction,
  • Networked Student Model.
  • Students use RSS and social bookmarking to organise information and build upon prior knowledge with the goal of completing a task or meeting a learning objective. Social media, or web-based applications designed for the purpose of interacting with others online, promote conversations. Blogs are an example of a vehicle through which students can reflect on the learning process. The sub-parts coexist to support a constructive learning experience. The student's personal learning environment pulls them all together.
  • Siemens (2008) associates the concept of connectivism with networked learning
  • in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own.
  • In a traditional classroom setting, the teacher has primary control over the content.
  • Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field.
  • The skill to identify valid content and expertise,
  • The connection to humans is an essential part of the learning process. That connection expands to include access to resources and creative artifacts.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      El elearner y el eprofesor, aprovechan la existencia del nuevo Espacio WEB en RED: Ecosistema de conocimiento personal (Espacio Social -Personas- + Espacio Digital -Recursos-INFO) + Tecnología + Procesos
  • design of the teacher-facilitated, student-created personal learning environment
  • The teacher was a facilitator in the process helping the student scaffold network learning and manage the content as it became more complex.
  • Construction of a personal learning environment does not necessarily facilitate comprehension or deep understanding
  • The networked student model is one of inquiry, or the process of "exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity"
  • In guided inquiry, the teacher provides the problem and directs the students to the materials for investigation
  • The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise. Yet the teacher may not be the only expert in the learning process.
  • The test case for this model took place at a K-12 independent school in the southeastern United States. Fifteen students participated during a nine-week term as part of a contemporary issues research project. The contemporary issues course was unique to the school in its delivery. It was the first time a blended format had been offered. Students attended class three days face to face and two days online. Course assignments and discussions were organised using Moodle,
  • For the networked student project, each student selected a contemporary issue or topic for which he or she had a strong interest
  • Passion for a topic was one means of motivation
  • assessment of each student's ability to synthesise the research
  • The networked student test
  • It addresses the problem of determining the level of structure needed to facilitate networked learning while providing a foundation for greater student control over a personal learning environment
  • to collect student perceptions of the learning experience relative to their autonomy and comfort with the networked learning format
  • two key considerations when introducing the Networked Student Model. The first was student familiarity with web applications used to build the personal learning environment.
  • Second, considerably more structure was required since this was the first time each student embarked on the Networked Student Model.
  • The teacher gauged the level of structure depending upon the student's motivation, comfort with technology, and interest in the topic.
  • Patterns for networked learning
  • The learning environment slowly shifted from the classroom to online.
  • Google is used repeatedly because signing up for one account gave students access to a number of useful learning tools.
  • The level of structure is adjusted based on the prior experience of individual students.
  • Student activitylevel of structure
  • Personal learning environment toolset
  • a new tool was introduced each day over two weeks.
  • personal web page aggregators
  • iGoogle, PageFlakes, NetVibes, and Symbaloo
  • Personal web page compiles learning tools
  • There were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content.
  • Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day.
  • At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above.
  • The student's ability to synthesise the research was further evaluated with a reflective essay.
  • The personal blog provided an opportunity for regular reflection during the course of the project.
  • Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned.
  • As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure
  • to give the students an additional opportunity to share and learn from each other.
  • Creativity is considered a key 21st century skil
  • A number of emerging web applications support the academic creative process
  • Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page.
  • The student-selected topics of study included
  • Video conferences were conducted with
  • All students participated in the video conferences and identified subject matter expertise as a key element of a personal learning environment.
  • Four key areas were targeted to assess the success of the project and determine whether an effective balance between teacher control and student autonomy was achieved:
  • Creation of the personal learning environment as a replacement for a traditional textbook
  • Student use of technology to complete projects was identified as important because the students had little prior exposure to technology as a learning tool.
  • Time management and workload were tangible measures of comparison from the student's perspective and indicated his or her ability to self regulate the learning process.
  • Student perception of whether he or she felt equipped to study other topics in this format with less teacher intervention provided some indication as to whether greater student autonomy was achieved
Enrique Rubio Royo

performance.learning.productivity: ID - Instructional Design or Interactivity Design in... - 0 views

charles-jennings.blogspot.com/...d-instructional-design-or.html

diseño instruccional instructional_design inetravtividad eaprende teaching learning design

shared by Enrique Rubio Royo on 10 Jun 10 - Cached
  • Undoubtedly instructional design is crucial if the mindset is learning events
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 Jun 10
       
      Nuevo rol y paradigmas del aprendizaje
  • then ID takes on a whole new dimension.
  • The vast majority of structured learning is content-rich and interaction-poor.
  • ...20 more annotations...
  • These days we’re a little better informed about what constitutes learning.
  • It’s become clear that learning is about action and behaviours, not about how much information you hold in your head.
  • Knowing something doesn’t necessarily mean that you’ve learned it.
  • Dr Ebbinghaus’ experiment revealed we suffer an exponential ‘forgetting curve’ and that about 50% of context-free information is lost in the first hour after acquisition if there is no opportunity to reinforce it with practice.
  • I’ve only learned
  • when I can use the CRM system without constantly asking for help or referring to some documentation.
  • Experience and practice are two of the main ways we change our behaviours and learn.
  • If experience and practice, rather than knowledge acquisition and content, are the drivers of the learning process, what do Instructional Designers need to do to be effective?
  • The need to become Interactivity Designers. That’s what they need to do.
  • learning experience design
  • I find both Clark’s learning experience designer and also the term interactivity designer helpful because they move us beyond instruction to where the real meat of learning is, to actions and interactions, experiences and conversations.
  • We need designers who understand that learning comes from experience, practice, conversations and reflection
  • Designers need to get off the content bus and start thinking about, using, designing and exploiting learning environments full of experiences and interactivity.
  • As they do this they’ll realise that most of the experiences and interactivity they can draw on will occur outside formal learning environments.
  • How can the ID can also be a pedagogical consultant, although the client is still in 20st century teaching paradigm?
  • Instruction doesn't mean transferring content, it means teaching. And that includes learning experiences and interactivity as well as content transfer.
  • Interactivity is not the only requirement to reaching the end state of learning actions and knowledge in order to perform accurately
  • Building confidence and sustaining the motivation to change doesn't necessarily require interaction but does need persuasive language and appropriate use of media as well as connection and access to others
  • Designers also need to prepare people to learn and to practice and apply new knowledge and behaviours.
  • how to bring the experiences to your instructional design
Enrique Rubio Royo

20 Social Networks for Lifelong Learners - 0 views

www.missiontolearn.com/...elong-learning-social-networks

socialnetworks educacion tools learncentral

shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • When most people think of social networks, they think of Facebook, MySpace, LinkedIn, or similar sites, but there are many other types of social networks popping up on the web. Some of the fastest growing networks are designed specifically for education. These sites allow people to learn in a social context through discussion, file sharing, and collaboration. Here are 20 social learning networks to visit in your spare time.
  • LearnCentral
Enrique Rubio Royo

Five lessons from the nation's best online teacher | Top News | eSchoolNews.com - 0 views

www.eschoolnews.com/...the-nations-best-online-teache

guide how-to K-12 online_teacher educacion online_learning

shared by Enrique Rubio Royo on 22 Sep 10 - No Cached
  • Educators who teach in an online setting should foster strong relationships with their students’ parents and should offer plenty of positive feedback, says the nation’s first-ever K-12 Online Teacher of the Year. Teacher Teresa Dove of the Florida Virtual School (FLVS) last week was chosen as the first winner of this new award, which not only recognizes excellent teaching but also the prevalence, and importance, of online learning across the country. The award, which recognizes an “outstanding online teacher for exceptional contributions to online K-12 education,” was created by the Southern Regional Education Board (SREB) and the International Association for K-12 Online Learning (iNACOL).
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