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Enrique Rubio Royo

Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear ... - 0 views

www.unb.ca/...PaperPhelps.html

complexity complejidad eaprende evision non-linear-learning aprendizaje

shared by Enrique Rubio Royo on 18 Mar 10 - Cached
  • The Web is a non-linear environment which opens up potential for new approaches to learning and teaching, approaches which in many ways more closely approximate naturalistic and authentic approaches to learning. Yet a large proportion of online courses which have been developed in higher education represent conversions of print-based resources into Web-based delivery formats, the majority of which have replicated traditional linear and directive pedagogy. Such development represents something of a ‘miss-match’, not only to the online teaching environment but to the emergent learning approaches of a younger generation who are ‘at home’ with the online environment. This paper discusses the benefits of maintaining complexity and non-linearity in online learning with reference to the development of one tertiary course in computer education for pre-service teachers. The theory of complexity is briefly explored and its relevance to online teaching and learning is highlighted. An action research undertaking conducted over a four year period is drawn upon to illustrate the importance of future teachers understanding and experiencing non-linear and complexity-based online learning, and the metacognitive processes that can support adult learners to adapt to such an environment.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 11 Oct 11
       
      La Web es un entorno no lineal que abre posibilidades para nuevos enfoques para la enseñanza y el aprendizaje, enfoques que en muchos aspectos se aproximan más planteamientos naturalistas y auténticos para el aprendizaje. Sin embargo, una gran proporción de los cursos en línea que se han desarrollado en la educación superior representan la conversión de recursos basado en papel a formatos de distribución Web, la mayoría de los cuales han replicado la pedagogía tradicional lineal y jerárquica. Tal desarrollo representa una especie de 'miss-match', no sólo para el entorno de enseñanza en línea, sino para a los enfoques de aprendizaje emergentes de una generación más joven que están "en casa" con el entorno en línea. Este artículo discute los beneficios de mantener la complejidad y la no linealidad en el aprendizaje en línea en relación con el desarrollo de un curso superior en la enseñanza de informática de los futuros profesores. La teoría de la complejidad se analizan brevemente y su relevancia para la enseñanza y el aprendizaje en línea se resaltará. Una tarea de investigación-acción realizada durante un período de cuatro años se aprovechará para ilustrar la importancia de que los futuros docentes entiendan y experimenten el aprendizaje en línea no lineal y basado en la complejidad, y los procesos metacognitivos que pueden apoyar a los estudiantes adultos a adaptarse a tal ambiente
  • Web-based non-linear learning
  • a metacognitive approach
  • ...5 more annotations...
  • the development of the course toward a complex, non-linear learning environment is the focus of this paper
  • relevance of complexity theories
  • The paper will describe
  • how complexity informed the structure of the course
  • how the metacognitive approach was used to provided explicit support for adult learners adapting to non-linear learning.
Enrique Rubio Royo

week6 - 1 views

docs.google.com/View

complejidad Complexity caos SACs CAS georgesiemens aprendizaje evision sistema entorno

shared by Enrique Rubio Royo on 18 Mar 10 - Cached
  • The general principles of chaos, complexity, and emergence can be partly translated into social sciences.
  • importance of recognizing that no one individual is able to master a discipline
  • All knowledge is in the connections – how we’ve connected concepts and how we are connected to other people and sources of information. To know is to be connected.
  • ...13 more annotations...
  • our best opportunity to function in complex and chaotic environments is found in structures that adapt and respond to feedback. Change requires structures that also change. To this end, we turn to networks and ecologies as a model for:LearningKnowledge/epistemology (as both process and product)Managing complexity
  • Explaining emergence in its multiple forms in education: learner understanding, group formation, advancement of a discipline, etc.Designing educational systems that embody the society that learners will be expected to engage as members (ontology - learners becoming)
  • the irreducibility of learning to its individual parts, the recognition of dynamic interactions, the criticality of feedback in influencing adaptation, and openness are sufficient for our application to learning.
  • definition of complexity
  • “a set of diverse actors who dynamically interact with one another awash in a sea of feedbacks”
  • An example I often use to distinguish complicated from complex: a puzzle and the weather
  • “What differentiates physical systems from social ones is that agents in social systems often alter their behaviour in response to anticipated outcomes”
  • The autonomy of agents
  • Emergence
  • The interactions of multiple agents at a local level can create or contribute to significant system-level change
  • On a personal level, we could argue that our learning is the emergent phenomena of our own interactions with others and how we have engaged with and connected different concepts.
  • How do these concepts impact learning?
  • Ecologies and networks are reflective of chaos and complexity theories main tenets and provide a suitable replacement for the current classroom and hierarchical model of education.
Enrique Rubio Royo

The Cynefin Framework and (the Complexity of) Classroom Instruction | andrew j. cerniglia - 0 views

andrewcerniglia.com/?p=301

shared by Enrique Rubio Royo on 10 Jan 12 - Cached
  • I’ve identified several variables that must be considered by a teacher as they teach
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 Jan 12
       
      0.- ¿Qué sabe el estudiante (k's previos)? 1.- ¿Qué se debe enseñar? 2.- ¿Qué ha aprendido el estudiante? 3.- ¿Qué se debe enseñar en el futuro? 4.- ¿Qué capacidades individuales tienen los estudiantes respecto al contenido? 5.- ¿Qué capacidades individuales / preferencias de los estudiantes en relación con las estrategias de enseñanza (diseño instruccional)? 6.- ¿Situación / relación entre el contenido y las estrategias posibles ( qué "encaja" mejor)?
  • What happens beyond the classroom walls
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 Jan 12
       
      Factores externos al Aula...¿de qué manera afectan a cada estudiante?. De todo ello puede concluirse que la docencia puede clasificarse como un proceso complejo, según el modelo cynefin (para lo que nos viene bien el esquema sintético del mismo que aquí se ofrece).
  • If we review the traits of “Complex” systems, it is clear that often times there is “no right answer” in terms of instructional choices, that classrooms are “systems in constant flux”, and that the “ability to understand” (from the teacher’s perspective) comes after class has been dismissed.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 Jan 12
       
      Si revisamos las características de los sistemas "complejos", está claro que muchas veces no existe una "respuesta correcta" en términos de estrategias instruccionales, que las aulas son "sistemas en constante cambio", y que la "capacidad de comprender" (desde la perspectiva del profesor) se produce (en el mejor de los casos) una vez ha finalizado el curso.
  • ...6 more annotations...
  • The ability to work within this complex system (the classroom) is typically part of the teacher observation process
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 Jan 12
       
      La capacidad de trabajar dentro de este sistema complejo (el aula y/o entorno online-Internet) es típicamente parte del proceso de observación del profesor. Ojo... notar que deberíamos incluir al profesor como parte del sistema complejo
  • emergence / identification of patterns
  • Is there a need, then, to construct a formalized framework / structure for “probing” and “sensing (for emergent patterns)” specific to the classroom?
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 Jan 12
       
      ¿Es necesario, entonces, la construcción de un marco / estructura formal para " 'probar' y 'sondear' (patrones emergentes) específica para el aula? ¿Es esto algo que los profesores necesitan saber cómo hacerlo?, ¿la familiaridad con los principios del modelo Cynefin conducirían a una enseñanza más eficaz mediante respuestas adecuadas a las diferentes categorías de complejidad manifiesta dentro de ese entorno?
  • Is this something teachers need to know how to do?
  • Would familiarity with the tenets of the Cynefin framework lead to more effective instruction through appropriate responses to the different categories of complexity manifest within that setting?
  • classrooms should be classified as “complex” with the Cynefin Framework
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 Jan 12
       
      Las aulas (proceso de docencia y aprendizaje en general) debería clasificarse como un proceso o problema complejo, desde la perspectiva del modelo cynefin
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

elearnspace › The race to platform education - 0 views

www.elearnspace.org/...the-race-to-platform-education

lms plataforma educacion pearson google openclass tecnologia centralizacion opensource

shared by Enrique Rubio Royo on 17 Oct 11 - No Cached
  • Across the full spectrum of education
  • we are witnessing a race to develop platforms
  • tremendous centralization of control is occurring in numerous spaces
  • ...17 more annotations...
  • As liberating as the web is
  • Google
  • /Android, Amazon
  • Facebook
  • with Pearson being the lead runner to date
  • To be effective in the long term, large LMS companies will need to pull more and more of the education experience under their umbrella. Why? Well, technology is getting complex. Very complex. Which means that decisions makers are motivated
  • Google+
  • to platform the educational sector
  • Pearson and Google
  • Open Class:
  • Today Pearson, the publishing and learning technology group, has joined the software giant Google to launch OpenClass, a free LMS that combines standard course-management tools with advanced social networking and community-building, and an open architecture that allows instructors to import whatever material they want, from e-books to YouTube videos.
  • Blackboard acquired Elluminate and Wimba:
  • appear to be making in-roads in this space with
  • to adopt approaches that integrate fairly seamlessly across the education spectrum.
  • Why buy an LMS when you can buy the educational process?
  • Whoever has the platform sets the rules and controls the game.
  • Diversity will be pushed to the margins and Ellul’s fears will be realized in education as they have been realized in much of society.
  • Enrique Rubio Royo on 17 Oct 11
     
    Con motivo del anuncio por parte de Pearson y Google, de la puesta en marcha de la nueva plataforma 'Open Class', excelente reflexión de G. Siemens acerca de la carrera abierta en el sector de la educación, por parte de las grandes empresas de LMS, tal como ya sucedió con Blackboard y su reciente compra de Elluminate y Wimba. ¿A qué se debe ésto?. A la complejidad de la tecnología actual, y a la necesidad en general de adoptar plataformas de convergencia (Social Media, Cloud computing, intranets, etc) y ,en particular la necesidad por parte de los responsables de las instituciones educativas, de propuestas que integren en una sola plataforma el propio 'proceso educacional', con el consiguiente peligro, tal como ha sucedido en otros ámbitos, pues 'quien posee la plataforma define las reglas y controla el juego' (tendencia hacia una centralización en red, tal como ya sucede con Google/Android, Amazon, Facebook, etc). En síntesis, tendencia hacia la centralización en red frente a topologías distribuidas, desplazando la diversidad fuera del 'sistema' y evidenciando los miedos a la tecnología en el sector de la educación (en todo su espectro o niveles) tal como ya ha sucedido en muchas partes de la sociedad. Gratis vs open source.
Enrique Rubio Royo

How neurons make sense of our senses | KurzweilAI - 0 views

www.kurzweilai.net/urons-make-sense-of-our-senses

shared by Enrique Rubio Royo on 09 Dec 11 - No Cached
  • a simple computation performed by single nerve cells: a weighted average
    • Enrique Rubio Royo
      Enrique Rubio Royo on 09 Dec 11
       
      ¿Cómo se las arregla el cerebro pra procesar las señales sensoriales (complejas, rápidamente cambiantes, y frecuentemente en conflicto) para generar significado de nuestro mundo?. Respuesta: mediante sencillos cálculos llevados a cabo por células nerviosas individuales: un promedio ponderado. Las neuronas tienen que aplicar los pesos correctos a cadaseñal sensorial, y los autores delestudio revelan cómo es llevado a cabo.
  • Neurons have to apply the correct weights to each sensory cue, and the authors reveal how this is done
  • This deeper understanding of how brain circuits combine different sensory cues could also help scientists and engineers to design more sophisticated artificial nervous systems such as those used in robots
  • ...5 more annotations...
  • The discovery may eventually lead to new therapies for people with Alzheimer’s disease and other disorders
  • the brain does not have to first “decide” which sensory cue is more reliable
  • The study shows that
  • The study demonstrates that the low-level computations performed by single neurons in the brain, when repeated by millions of neurons performing similar computations, accounts for the brain’s complex ability to know which sensory signals to weight as more important.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 09 Dec 11
       
      El estudio demuestra que el cerebro NO tiene que decidir en primer lugar qué señal sensorial es mas fiable. El estudio demuestra que los cálculos de bajo nivel (procesos sencillos) realizados por las neuronas individuales en el cerebro, cuando se repiten por millones de neuronas llevando a cabo cálculos similares, representa la capacidad compleja del cerebro para saber qué señales sensoriales poseen un peso más importante. Por lo tanto, el cerebro puede descomponer esencialmente una tarea aparentemente de comportamiento de alto nivel, en un conjunto de operaciones mucho más simples llevadas a cabo por muchas neuronas simultáneamente.
  • “Thus, the brain essentially can break down a seemingly high-level behavioral task into a set of much simpler operations performed simultaneously by many neurons,”
Enrique Rubio Royo

Nerve cells key to making sense of our senses - 0 views

www.eurekalert.org/...uor-nck111811.php

shared by Enrique Rubio Royo on 09 Dec 11 - No Cached
  • represents the first direct evidence of how the brain combines multiple sources of sensory information to form as accurate a perception as possible of its environment, the researchers report
    • Enrique Rubio Royo
      Enrique Rubio Royo on 09 Dec 11
       
      El estudio representa la primera evidencia directa de cómo el cerebro combina múltiples fuentes de información sensorial para formar una percepción lo más exacta posible de su entorno, informan los investigadores.
  • The brain is constantly confronted with changing and conflicting sensory input
  • For example
  • ...4 more annotations...
  • So how does your brain decide how to interpret these conflicting inputs?
  • The study shows that the brain does not have to first "decide" which sensory cue is more reliable.
  • The study demonstrates that the low-level computations performed by single neurons in the brain, when repeated by millions of neurons performing similar computations, accounts for the brain's complex ability to know which sensory signals to weight as more important
  • "Thus, the brain essentially can break down a seemingly high-level behavioral task into a set of much simpler operations performed simultaneously by many neurons,
Enrique Rubio Royo

A "Complex" Theory of Consciousness: Scientific American - 0 views

www.scientificamerican.com/article.cfm

shared by Enrique Rubio Royo on 23 Feb 12 - No Cached
  • If Tononi’s equation for Φ proves to plumb the hitherto ineffable—consciousness itself—it would validate the ancient Pythagorean belief that “number is the ruler of forms and ideas and the cause of gods and demons.”
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      Si la ecuación de Tononi para Φ sirviera para sondear lo hasta ahora inefable (incapaz de explicarse con palabras) -la propia conciencia-, sería la confirmación de la antigua creencia pitagórica de que "el número es el gobernante de las formas y las ideas y la causa de los dioses y los demonios."
  • One unavoidable consequence of IIT is that
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      La conciencia es universal. Una consecuencia de la TII es que todos los sitemas que están suficientemente integrados y diferenciados presentarán un mínimo de conciencia asociada a los mismos: no solo nuestros queridos perros y gatos, sino también los ratones, calamarers, abejas y gusanos.
  • The theory does not discriminate between squishy brains inside skulls and silicon circuits encased in titanium.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      Al menos en principio, las increiblemente complejas interacciones moleculares en el interior de una célula, presenta un número 'fi' distinto de cero. En el límite, un único ion de hidrógeno, un protón formado por tres quarks, tendrán una cantidad de sinergia, es decir de 'fi'. En este sentido, TII es una versión científica del panpsiquismo, la antigua y ampliamente difundida creencia de que toda la materia, todas las cosas, animadas ono, son conscientes en alguna medida.La teoría no discrimina entre entre los cerebros blandos dentro de los cráneos y los circuitos de silicio recubiertos de titanio. Suponiendo que las relaciones causales enttre transistores y elementos de memoria son lo suficientemente complejos, los ordenadores o miles de millones de ordenadores en Internet tendrán un número 'fi' distinto de cero. El tamaño de 'fi', incluso podría llegar a ser un punto de referencia para la inteligencia de una máquina.
  • ...1 more annotation...
  • Do the neural networks that mediate these ­unconscious, zombielike behaviors have lower Φ than the ones that give rise to consciousness?
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      ¿Las redes neuronales que median estos comportamientos inconscientes, tienen un menor nº Φ ('fi'), que las que dan lugar a la conciencia?. La TII de la conciencia puede ser completamente equivocada, pero sin embargo, nos desafía a pensar profundamente acerca del problema mente-cuerpo de una manera novedosa, rigurosa y matemática, y con una mentalidad empírica. Y eso es una gran bendición para esta tarea.
Enrique Rubio Royo

A "Complex" Theory of Consciousness: Scientific American - 0 views

www.scientificamerican.com/article.cfm

shared by Enrique Rubio Royo on 23 Feb 12 - No Cached
  • Think of Φ as the synergy of the system
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      sinergia. (Del gr. συνεργία, cooperación). 1. f. Acción de dos o más causas cuyo efecto es superior a la suma de los efectos individuales. 2. f. Biol. Concurso activo y concertado de varios órganos para realizar una función.
  • The more integrated the system is, the more synergy it has, the more conscious it is.
  • To be conscious, then, you need to be a single, integrated entity with a large repertoire of highly differentiated states
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      Para ser conscientes, pues, necesitamos ser una entidad única, integrada, con un gran repertorio de estados altamente diferenciados. Mi ordenador con una gran memoria en disco (megas o terabytes), muestra INFO no integrada. P.e. mis fotografias familiares, no están enlazadas unas con otras. El ordenador no sabe que la persona presente en unas fotos es mi esposa en distintas èpocas de su vida. Par el ordenador, toda la INFO carece de significado, se trata simplemente de un amplio y aleatorio tapíz de ceros y unos.
  • ...2 more annotations...
  • I derive meaning from these images because my memories are heavily cross-linked.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      Por nuestra parte, extraemos significado de dichas imágenes debido a que nuestras memorias están hiperconetadas, de tal modo que cuanto mas interconectada, mas significativas se convierten.
  • Indeed, Tononi’s IIT postulates that
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      La teoría TII postula que 'la cantidad de información integrada que una entidad posee se corresponde con su nivel de conciencia'. Estas ideas pueden ser expresadas en un lenguaje matemático usando nociones de la teoría de la información, tales como la Entropía. Dado un cerebro particular, con sus neuronas y axones, dendritas y sinapsis, podemos, en principio, calcular con seguridad la extensión a la cuál su cerebro esta integrado. A partir de dichos cálculos,la teoría deduce un número 'fi', que denota el tamaño del repertorio consciente asociado con cualquier toda red de partes causalmente interactuantes. Pensemos en 'fi' como la sinergia del sistema. Cuanto mas integrado sea el sistema, mayor sinergia posee, mas consciente es.
Enrique Rubio Royo

A "Complex" Theory of Consciousness: Scientific American - 0 views

www.scientificamerican.com/article.cfm

shared by Enrique Rubio Royo on 23 Feb 12 - No Cached
  • The reason is that we lack a coherent framework for consciousness.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      Planteamiento del problema relativo a 'la conciencia': No se dispone de un marco formal de trabajo para la conciencia, a pesar de que es el único medio del que disponemos para conocer o generar significado del mundo, tanto interior como del exterior que nos circunda. NO existe acuerdo acerca de qué es, cómo se relaciona con la materia altamente organizada, o cuál es su papel en la vida. No obstante, podría empezar a cambiar esta situación.
  • Since the early days of computers, scholars have argued that the subjective, phenomenal states that make up the life of the mind are intimately linked to the information expressed at that time by the brain
    • Enrique Rubio Royo
      Enrique Rubio Royo on 23 Feb 12
       
      La lengua franca universal de nuestra época es la información (Internet, computadoras). Desde los primeros días de los ordenadores, los estudiosos han argumentado que los estados subjetivos, fenomenológicos, que conforman la vida de la mente, están íntimamente ligados a la información expresada en ese momento por el cerebro. En ese sentido, Giuilio Tononi (Univ Wisconsin-Madison), ha desarrollado la Teoría de la Información Integrada de la conciencia (TII)
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

Less is more: A different approach to L&D in a world awash with information - 0 views

www.trainingzone.co.uk/...1382

shared by Enrique Rubio Royo on 07 May 10 - Cached
  • The message this sends for L&D is that our jobs as enablers of performance clearly need to change from being knowledge dispensers to becoming learning guides.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 07 May 10
       
      Impacto de la sobreabundancia de INFO y generación de K sobre nuestra profesión... necesidad de cambiar de ser dispensadores de K a guias del aprendizaje.
  • A new focus for training: Forget the ephemera and get down to core skills
    • Enrique Rubio Royo
      Enrique Rubio Royo on 07 May 10
       
      Nuevo 'focus' en la formación: 'olvidemos lo efímero y centrémonos en las habilidades clave' (vs modelo eCompetencias).
  • L&D needs to move from providing detailed task-based information to helping people develop a core set of useful generic skills that will provide them with the tools to find, analyse and make decisions to act at the point in time they need to act.
  • ...19 more annotations...
  • This is a very different world than one focused on producing modules, courses and curricula full of ephemeral information – detailed content that has a relatively short half-life and is unlikely to be remembered in any detail beyond a post-course assessment, even if to that point.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 07 May 10
       
      Este es un mundo muy diferente de aquel centrado en producir módulos, cursos y curricula de INFO efímera-contenidos detallados que tienen una relativa corta vida media y que es poco probable que lo recordemos con cierto detalle mas alla de la evaluación del curso.
  • remember Herman Ebbinghaus' findings from 1885 - 125 years ago - that on average we will forget about 50% of what we've 'learned' within 60 minutes if the information has no context and we don't have the opportunity to reinforce it through practice.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 07 May 10
       
      Recordemos aquello de que... 'olvidaremos alrededor del 50% de lo que hemos aprendido a los 60' si la INFO no está contextualizada y si no tenemos la oportunidad de reforzarlo con la práctica.
  • The core skills we need
  • So, what are the core skills we need to help people develop so they can operate in this ocean of information?
  • To be honest, I don't have a definitive list
  • a. Search and 'find' skills To find the right information when it's needed
  • b. Critical thinking skills To extract meaning and significance
  • c. Creative thinking skills To generate new ideas about, and ways of, using the information
  • d. Analytical skills
  • To visualise, articulate and solve complex problems and concepts, and make decisions that make sense based on the available information
  • e. Networking skills
  • To identify and build relationships with others who are potential sources of knowledge and expertise, within and outside the organisation
  • f. People skills
  • To build trust and productive relationships that are mutually beneficial for information sharing
  • g. Logic
  • To apply reason and argument to extract meaning and significance
  • h. A solid understanding of research methodology To validate data and the underlying assumptions on which information and knowledge is based
  • there will be other core context-focused skills that people need to learn
  • L&D will need to focus less on content and more on developing core capabilities and skills.
Enrique Rubio Royo

Confessions of an Aca/Fan: Archives: A New Culture of Learning: An Interview with John ... - 0 views

henryjenkins.org/..._culture_of_learning_an_i.html

eprofesor eestudiante eaprendiz contexto aprendizaje cambio imaginacion docencia learning education

shared by Enrique Rubio Royo on 22 Feb 11 - No Cached
  • the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
  • new book
  • the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
  • ...55 more annotations...
  • the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
  • the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
  • the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
  • the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments
  • new book
  • A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
  • why learning is changing in the 21st century and what schools need to do to accommodate these new practices
  • Can you share some of what you learned about student-directed learning?
  • distinction
  • between teaching and learning
  • it means to be an educator and being open to ideas such as student-directed learning
  • to be a responsible educator
  • the role of educators needs to shift away
  • to becoming expert in the ability to create and shape new learning environments.
  • In a way, that is a much more challenging, but also much more rewarding, role.
  • You get to see students learn, discover, explore, play, and develop
  • has become a cliché
  • "Lifelong learning"
  • the world of networked computing you describe which transforms this abstract concept into a reality?
  • kids learn about the world through play
  • play and learning are indistinguishable
  • The premise of A New Culture of Learning is
  • which means that more often than not, we are faced with the same problem that vexes children
  • we are now living in a world of constant change and flux
  • How do I make sense of this strange, changing, amazing world?
  • By returning to play as a modality of learning
  • is about the productions of new meanings by reframing or shifting the context in which something means
  • In a networked world, information is always available and getting easier and easier to access
  • Imagination, what you actually do with that information, is the new challenge.
  • as the world grows more complicated, more complex, and more fluid, opportunities for innovation, imagination, and play increase.
  • Essentially what this means is that
  • Information and knowledge begin to function like currency: the more of it you have, the more opportunities you will have to do things.
  • The force that seems to be pushing the knowledge curve forward at an exponential rate is two fold.
  • the generation of new content and knowledge
  • First
  • second
  • while content may remain stable at some abstract level, the context in which it has meaning (and therefore its meaning) is open to near constant change
  • users are not so much creating content as they are constantly reshaping context
  • idea of remix
  • "imagination is more important than knowledge."
  • The 21st century has really marked the time in our history where the tools to manipulate context have become as commonplace as the ones for content creation and we now have a low cost or free network of distribution that can allow for worldwide dissemination of new contexts in amazingly brief periods of time.
  • Millions of micro-transactions, each of which are trivial as "content" powerfully and constantly reshape the context in which news and current events have meaning.
  • how we learn is more important than what we learn
  • knowledge, now more than ever, is becoming a where rather than a what or how
  • relationship between meaning and context.
  • every piece of knowledge has both an explicit and a tacit dimension
  • The explicit
  • s only one kind of content, which tells you what something means
  • The tacit
  • It tells why something is important to you, how it relates to your life and social practices
  • It is the dimension where the context and content interact
  • Our teaching institutions have paid almost no attention to the tacit and we believe that it is the tacit dimension that allows us to navigate meaning in a changing world.
  • Knowledge may maintain consistency in the explicit, while undergoing radical changes in the tacit and we believe that understanding how knowledge is both created and how it flows in the tacit is the key to understanding and transforming learning in the 21st century.
  • Douglas Thomas
  • John Seely Brown
Enrique Rubio Royo

Why does information flow in networks? « Connectivism - 1 views

www.connectivism.ca/?p=311

gsiemens redes_sociales howto SNA ARS

shared by Enrique Rubio Royo on 09 May 11 - No Cached
  • analysis of the impact of networks on society. Well before Baraba
  • analysis of the impact of networks on society
  • to understand how people connect
  • ...56 more annotations...
  • how information flows through a network
  • our position in a network, and the overlap with other networks, influences the type of information and people that we can acces
  • While networks have always been the backbone structure of society and knowledge,
  • the experience of being part of a network was not fully conscious or even explicit
  • What mattered was who you knew and your role in society
  • overlooks an important question
  • Even the act of connection forming requires explicit activity from a person : “Follow X” or “Accept friend request from X”
  • The online formation of networks is more directive than the offline experienc
  • the connection seems more real, more intentional
  • The daily reality of being connected naturally raises questions about influence of an individual within a network and how information flows within that system
  • Klout analyzes influence
  • The prevalence of social network tools and the attention now devoted to analyzing the shape and attributes of those networks – and the evaluation of how information flows
  • Today, in contrast, our networks are explicit in tools like Facebook, Twitter, email, and LinkedIn.
  • Why? Why does information flow as it does? Why does a person decide to share information with her network?
  • Networks can be analyzed quantitatively to determine
  • I’m interested in the qualitative aspects of information flow
  • Why did you decide to post on your friend’s Facebook wall? Why did you decide to retweet a resource? Why did members of your network decide to retweet your comment?
  • What are the qualitative aspects of information objects that determine its likelihood of being shared or amplified within a network?
  • three elements
  • involved in addressing the question of
  • “why does information flow” in a network
  • 1. The individual.
  • how did the person get to have many followers?
  • He has 12000 followers.
  • Let’s look at someone like Alec Couros on Twitter.
  • He has posted over 55000 tweets (wow!).
  • qualitatively, how does Alec differ from others in his activities on Twitter?
  • because he posts more often?
  • Because he is talented at engaging with individuals?
  • because he replies to more of his followers
  • Does he participate in more network sub-clusters
  • Maybe he’s just a nicer person
  • Clearly, the activities of an individual plays a role in why information flows…
  • Context also influences why information spreads
  • 2. The Context.
  • 3. The Message.
  • This is really the heart of what I’m trying to understand.
  • What are the qualitative attributes of a message that influence why it is shared
  • Two attributes
  • -Relevance
  • a tweet about something happening today is more valuable than
  • -Resonance
  • this is a complex/fuzzy concept
  • When someone posts a link or comment on Twitter, and it resonates with me
  • fears, interests, beliefs
  • the prospect of retweeting is increased.
  • simple coding scheme of what types of messages people post on Twitter:
  • a) to express agreement b) to express outrage c) humour d) social grooming
  • e) self-promote f) raise awareness
  • what would you add?
  • If we have a coding scheme, we can randomly analyze the posting habits of people on Twitter
  • No doubt, the coding process would be better if it was automated
  • sentiment analysis is a big area of focus for social media firms
  • Not only are media firms interested in who is talking about GM or BP, but what are the emotions behind posts on Twitter/FB?
  • Educators are paying attention to social media.
  • Getting at the qualitative aspects of why information flows through networks is a more lucrative direction to consider in transitioning social media use for self and network awareness.
Enrique Rubio Royo

Systems Thinking | Center for Ecoliteracy - 1 views

www.ecoliteracy.org/...systems-thinking

complejidad systemic intro brecha cambio sistemas SCAs focus interdependencia

shared by Enrique Rubio Royo on 30 Oct 11 - Cached
  • A systems approach helps young people understand the complexity of the world around them and encourages them to think in terms of relationships, connectedness, and context.
  • SHIFTS IN PERCEPTION
    • Enrique Rubio Royo
      Enrique Rubio Royo on 31 Oct 11
       
      Pensar de manera sitémica (brecha actual de la complejidad) requiere cambiar la manera mediante la cuál percibimos las cosas, las diferentes situaciones, el mundo. A su vez, dicho cambio en la manera de percibir las cosas que nos rodean, nos conducirá a enseñar de forms diferente, a organizar de manera distinta las instituciones y hasta la propia soociedad. Una mentalidad distinta, o mejor dicho una percepción distinta del mundo que te rodea. Dicha nueva percepción, procedente de un pensamiento sistémico, requiere diferentes desplazamientos, que a la postre nos conducirán a diferentes formas de enseñar, y a diferentes formas de organizar las instituciones y la sociedad.
  • Thinking systemically requires several shifts in perception
  • ...60 more annotations...
  • which lead in turn to different ways to teach, and to different ways to organize institutions and society
  • From parts to the whole
  • From objects to relationships
  • From objective knowledge to contextual knowledge
  • From quantity to quality
  • From structure to process
  • From contents to patterns
  • With any system, the whole is different from the sum of the individual parts
  • By shifting focus from the parts to the whole, we can better grasp the connections between the different elements.
  • within the context
  • the culture
  • Similarly, the nature and quality of what students learn is strongly affected by
  • the whole school
  • from single-subject curricula to integrated curricula.
  • the relationships between individual parts may be more important than the parts.
  • In systems
  • ecosystem
  • collection of species
  • interacting with each other
  • and their nonliving environment
  • the "objects" of study are networks of relationships
  • In the systems view
  • this perspective emphasizes relationship-based processes
  • from analytical thinking to contextual thinking
  • Shifting focus from the parts to the whole implies shifting
  • project-based learning
  • teachers to be
  • facilitators and fellow learners
  • alongside students, rather than experts dispensing knowledge.
  • Western science has often focused on things that can be measured and quantified.
  • It has sometimes been implied that
  • phenomena that can be measured and quantified are more important
  • and perhaps even that
  • what cannot be measured and quantified doesn't exist at all.
  • Some aspects of systems
  • however
  • cannot be measured.
  • the relationships
  • more comprehensive forms of assessment than standardized tests.
  • Living systems
  • develop and evolve
  • Understanding these systems requires
  • a shift in focus
  • from structure to processes
  • such as evolution, renewal, and change
  • how students solve a problem
  • ways in which they make decisions
  • Within systems
  • certain configurations of relationship appear again and again in patterns
  • such as cycles and feedback loops
  • Understanding how a pattern works in one natural or social system helps us to understand other systems that manifest the same pattern
  • For instance, understanding how flows of energy affect a natural ecosystem may illuminate how flows of information affect a social system.
  • One lesson that nature teaches is that everything in the world is connected to other things.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 31 Oct 11
       
      La naturaleza nos enseña que todo en el mundo está conectado a otras cosas. Un SISTEMA es un conjunto de elementos interrelacionados que constituyen un todo unificado. Cosas individuales, comop plantas, personas, escuelas, rios, o economías, son en si mismos sistemas y al mismo tiempo NO pueden ser completamente comprendidos separados de otros sistemas mas grandes en los que existen.
  • Systems thinking
    • Enrique Rubio Royo
      Enrique Rubio Royo on 31 Oct 11
       
      Un planteamiento orientado a sistemas (Pensamiento sistémico) nos ayudará acomprender la complejidad del mundo que nos rodea y nos ayudará a pensar en términos de relaciones, conectividad y contexto (cultura de la interdependencia). Pensamiento sistémico como parte esencial de la sostenibilidad. La brecha de la complejidad- necesidad de una nueva forma de pensar acerca del mundo que nos rodea, desde la complejidad, desde una perspectiva de sistemas, pensar en términos de 'relaciones', 'conectividad', y 'contexto'.
  • Individual things
  • is a set of interrelated elements that make a unified whole
  • system
  • are themselves systems and at the same time cannot be fully understood apart from the larger systems in which they exist
  • essential part
  • for sustainability
Enrique Rubio Royo

Sensemaking artifacts « Connectivism - 1 views

www.connectivism.ca/?p=336

shared by Enrique Rubio Royo on 13 Apr 12 - No Cached
  • complex information settings
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      Sobreabundancia de Información fragmentada (social media) e hiperinterconectada e hiperdistribuida.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      Dicha fragmentación de la información requiere que se entrelazen elementos en algún tipo de marco coherente, como p.e. un blog,youtube,twitter, sitios online de información,wikis,khan academy,TEDtalks, marcos tradicionales de coherencia (libro, escuela,universidad,etc)
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      Coherence is an orientation about the meaning and value of information elements based on how they are connected, structured, and related, Antonovsky 1993
  • 2. They are a sensegiving tool.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      1.- Artefactos 2.- Narrativas Narrativas de 'sensegiving', de expresión de coherencia: Language games Storytelling Debate, dialogue Descriptions Clarification Metaphors Analogies Examples Resonance
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      Language/externalization reduces the "occult character" of mental images. Wittgenstein. Language gives birth to thought. Vygotsky.
  • sensemaking artifacts
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      ¿Qué es 'sensemaking'?... An effort " to create order and make retrospective sense of what occurs". Weick 1993 "a motivated, continuous effort to underst and connections ....in order to anticipate their trajectories and act effectively" , Klein et al.2006
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