Skip to main content

Home/ AULA 2.0/ Group items tagged design

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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

Social Networking: A Platform for Training New Managers Online? by Bill Brandon : Learn... - 0 views

www.learningsolutionsmag.com/...pageall

informal learning socialnetworking aprendizaje_en_red training howto formacion_formadores

shared by Enrique Rubio Royo on 16 Oct 10 - No Cached
  • Why consider a social network for manager training?
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      también puede preguntarse...¿por qué considerar una red social para formación de formadores?, ¿no?
  • These are the workers who will be your new supervisors and managers
  • workers in their 20s and 30s expect to be able to use the latest IT applications in their workplace. They are used to social networking online, and to online learning, often preferring these to classroom instruction
  • ...27 more annotations...
  • In addition, this also will encourage open communication between companies, employers, HR departments, owners, and managers.” 
  • Without appropriate technology tools and resources available in their work environment, they may look for help from non-work related services such as Facebook.com. Integrating social media into the development environment eliminates this potential challenge and at the same time increases the potential for success of the development effort and of the new managers. 
  • Can social networking provide a practical way to help prepare new managers for their duties? Considering the rapid growth of social networking adoption among younger workers, this is a question well worth asking
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      Frente a la formación tradicional en las ORGs (planteamiento de formación en aula exclusivamente), se propone el Aprendizaje informal online.
  • Creating a curriculum for training new managers and supervisors is a common task that falls to instructional designers
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      A lo largo de todo el artículo, estableceremos la aplicación de lo que se dice tanto a 'managers' (artículo en si mismo, y que es también nuestro interés en ORG 2.0) como a formadores, profesores (que es nuestro interés en Aula 2.0)
  • The typical approach for many decades has consisted of a combination of classroom events, each lasting from one to five days (or more). This default design has many problems, including travel expense and time away from the job for the managers. Not infrequently, there are severe mismatches between what is taught and the actual practices supported by the organization’s culture.
  • There is an increasing number of companies and online service providers who are convinced that social networking can help overcome at least some of the issues common to the classroom-only approach
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      Frente a los problemas y dificultades asociados al planteamiento tradicional de 'solo Aula', estamos convencidos de la bondad de la interacción social online. Combinando formación formal de Aula y referencias online y apoyo al rendimiento, junto con 'coaching', 'mentoring' y aprendizaje informal online a través de redes sociales (social networking), un joven profesor o directivo puede alcanzar una sólida formación teórica, ayuda 'justín´time', y adecuadas aplicaciones.
  • By combining formal classroom instruction and online reference and performance support with online coaching, mentoring, and informal learning through social networking, a new manager can gain a solid theory foundation, just-in-time help, and culturally correct application pointers.
  • Informal learning, as an object of attention by researchers, is not a new topic. However, it only appeared on the radar screens of instructional designers less than ten years ago. The emergence of online social media has led to the notion of somehow tapping into the potential of this channel, that carries so much of the real learning that goes on in organizations.
  • In our current age, we have plenty of channels in which informal learning can take place: everything from microblogs (Twitter), to communities (LinkedIn Groups, discussion forums), to user-created content (wikis, Weblogs, YouTube), to social bookmarking (Delicious), and surely more to come.
  • But we also have plenty of examples of attempts at use of these channels in which the attempts failed. The virtual landscape is littered with the remains of abandoned wikis, content-less and comment-less Weblogs, and LinkedIn Groups where the spam has driven out the discussion and all but eliminated any possibility of learning.
  • Existing informal learning groups online include a surprising variety of formats
  • Jay Cross’ Internet Time Community,
  • Participants in the Twitter #lrnchat sessions also comprise an ongoing informal learning group
  • if informal learning is going to take place online, it must be self-sustaining
  • Focus
  • Focus
  • Payoff
  • here are the factors that seem to drive participation and commitment by members.
  • What makes informal learning online work?
  • Focus
  • Dialogue
  • Leadership
  • Membership
  • Process
  • If a group lacks focus, or focus is too narrow, if the group’s process is too complicated, if there are not enough members, and if there are no rewards for participation, the group will fail. Informal groups are a lot of work to establish and maintain, and the work falls equally on all members.
  • Setting up a social network for manager training
  • The first task is to establish a design for the social interaction. This must come before technology selection, so that the limitations of the technology do not drive or constrain the interaction.
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

Instructional Design - Social Learning and Social Media - 0 views

www.nwlink.com/...social_learning.html

diseño aprendizaje guide how-to instructional learning design

shared by Enrique Rubio Royo on 23 Sep 10 - Cached
  • Enrique Rubio Royo on 23 Sep 10
     
    Visión general para diseño de procesos de aprendizaje (elearning,aula).
Enrique Rubio Royo

eLearn: Research Papers - Predictors of Success for Adult Online Learners: A Review of ... - 0 views

www.elearnmag.org/subpage.cfm

elearning elearners adult_online_learners eprofesor factores_exito

shared by Enrique Rubio Royo on 19 Mar 10 - Cached
  • Enrique Rubio Royo on 19 Mar 10
     
    Factores de éxito en aprendizaje online (revisión de la literatura). comentarios de Dolors Reig. La autonomía es un factor fundamental: Autonomous, self-regulated learners committ to controlling their own learning experiences Las titulaciones parecen predecir el éxito: Graduate vs. Undergraduate Motivations: Differences have been noted between undergraduate and graduate distance learners and their motivations. Parece que la edad no es lo importante: Age as a Factor in Online Learners' Success: The literature supports the idea that because adult learners are not as technologically savvy and have more responsibilities toward work and family, online learning is more difficult for them (Dubois, 1996). However, Ke and Xie's (2009) study showed that regardless of an adult learner's age, students self-reported the same amount of effort put into learning tasks and reported comparable levels of satisfaction. Características en un buen modelo: Design Model Characteristics and the Impact on Performance and Learner Satisfaction * connect new knowledge to prior learning: conectar nuevo conocimiento con anterior (recordemos el conectivismo) * maintain collaboration and social interaction between students: mantener la colaboración, la interacción social * promote a self-reflective environment: promover un entorno de reflexión. * include current or immediate applications: Incluir ejemplos prácticos (Learning by doing, añado) * advance self-regulated learning: avanzar mecanismos de auto-aprendizaje: la idea de los PLE-PLN responde a ello.
Enrique Rubio Royo

eSN Special Report: Small-group collaboration | eSchoolNews.com - 0 views

www.eschoolnews.com/...port-small-group-collaboration

collaboration colaboracion aprendizaje_colaborativo mini_proyector cooperacion tools elearner ecompetencias maestria profesores teachers report

shared by Enrique Rubio Royo on 13 Apr 10 - Cached
  • Educators are increasingly seeing the value of having students collaborate in small groups on classroom projects—and whether such projects involve producing a written or multimedia presentation, solving a math problem, or creating a video, technology can facilitate the group process.
  • Some educators believe students gain a deeper understanding when they participate in group projects.
  • "When a teacher lectures to them, they forget; when you have kids help design something, they will remember for a lifetime
  • ...37 more annotations...
  • students "gain ownership of their learning" when they are asked to solve a problem collaboratively
  • were designed specifically to support collaborative learning.
  • tablets
  • Groups of older students often collaborate on a wiki, journal, or blog using laptops connected to the same document through Google Apps, he says.
  • To help teachers become more comfortable with collaborative learning, all teacher professional development in Jefferson County takes place online, and teachers take part in online collaborative work groups.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 10
       
      Interesante a la hora de justificar el 2º criterio de evaluación de la Maestría
  • "No one person can cover nearly as much information or get as many views and opinions as a group working together to develop a common understanding,
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 10
       
      Lo mismo que la anterior nota. En general, son justificaciones para promover la evaluación basada en trabajos cooperativos o colaborativos.
  • using mini-projectors
  • to promote collaborative learning
  • The idea is to have four or five students, already equipped with netbooks, collaborating on an assignment, with all of them able to view projected images
  • the projector will be useful for teacher collaboration,
  • Plano’s curriculum stresses multitasking in classrooms, which means some students might be working in groups, while others are working individually or listening to the teacher. "To get the most personalized learning," Hirsch said, "everyone shouldn’t be working on the same thing at the same time." He believes mini-projectors could be a "key component of multitasking in the classroom."
  • ultraportable projectors "have the potential of making a real impact" on teaching 21st-century skills, particularly collaboration.
  • In a traditional classroom arrangement—with the teacher lecturing at the front of the class—"the group becomes homogenized,
  • ignoring the passive,
  • and the more advanced students
  • The teacher might ask two to four students to come to the front of the room to solve a problem, but the rest are "educational voyeurs,
  • But when groups of students collaborate together on a project simultaneously, in different parts of the room, "the level of interactivity goes up exponentially,"
  • on a classroom wall without having to disrupt the rest of the class
  • when their work is displayed on a projector and the whole group can see it easily, he says, "they are truly working as a group."
  • each group have a student identified as a facilitator, recorder, and possibly, reflector, with those positions changing from project to project. After a group completes its work, the students can use the projector to share what they’ve learned with the whole class.
  • "It’s harder for a student to be silent; there is more pressure to participate."
  • Collaborative projects not only help teach content, but also can help students develop 21st-century skills such as communication, time management, teamwork, and facilitation
  • With this approach, "the teacher is seen less like an evaluator and more as a coach, facilitator, and mentor. Teachers today need to know how to mix and match those different roles to maximize learning."
  • Communication and collaboration are among the key skills necessary for succeeding in school and life, as identified by the Partnership for 21st Century Skills, along with such skills as critical thinking, creativity, problem solving, flexibility, and media literacy.
  • The partnership defines collaboration as the ability to work effectively and respectfully with diverse teams, the willingness to compromise to accomplish a common goal, and the ability to share responsibility for collaborative work and to value the individual contributions made by each team member.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 10
       
      Incorporar la definición que se da de trabajo colaborativo, a la hora de proponer trabajo colaborativo, como indicador d evaluación.
  • "students who work together cooperatively show dramatic increases in academic achievement, self-esteem, and positive social skills."
  • benefits of collaborative learning
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 10
       
      Interesante.
  • assume ownership of a process and its results
  • along with their retention of information and interest in the subject matter.
  • Students’ critical thinking skills improve
  • allows the assignment of more challenging tasks without making the workload unreasonable.
  • It provides weaker students with extensive one-on-one tutoring, while stronger students gain the deeper understanding that comes only from teaching others.
  • Students are less likely to consider teachers the sole sources of knowledge and understanding.
  • ’s essential "to know how to collaborate across a digital learning environment," as well as face to face,
  • "To be an effective engineer, you have to work collaboratively with engineers in different countries, different time zones, and probably different cultures. That was quite a shock to some of our parents who thought it was enough to be a good student."
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 10
       
      Buen ejemplo para justificar el requerimiento de nuevas competencias online, como p.e. las que menciona el modelo de eCompetencias Suricata.
  • using desktop videoconferencing to collaborate globally
  • Collaboration is "authentic learning," Hobson said, and it is "transformational in that kids see their work is valued beyond the teacher.
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

Twitter Professors: 18 People to Follow for a Real Time Education - 0 views

mashable.com/...twitter-professors

twitter real_time_education howto eaprende eprofesor learning

shared by Enrique Rubio Royo on 25 Jun 10 - Cached
  • Never before in history has it been easier to glean from the knowledge of others who will give it away to you for free.
  • my professors of Twitter
  • Many of them don’t even know it and that’s the beauty. There is no course outline, no costly tuition (yet anyway), no declared major, and you can take as many electives as you want.
  • ...7 more annotations...
  • guidelines I keep in my head when designating my Twitter Professors:
  • RT really smart stuff from the people they follow
  • not just links
  • Inspire me to engage in conversation
  • Write really great articles/blog posts on subjects I want to learn about or point to interesting articles I would never have read otherwise.
  • Expand my world experience
  • Below are 18 people I follow for a real time education
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

You Are Not a Gadget: The Continuing Case Against Web 2.0 - 0 views

www.readwriteweb.com/...ou_are_not_a_gadget_web_20.php

web2.0 criticalthinking critical_thinking pensamiento_critico actividades

shared by Enrique Rubio Royo on 19 Jun 10 - Cached
  • a more humanistic approach to Internet technology.
  • Lanier rails against web 2.0, which he calls at the start of the book "a torrent of petty designs" and "freedom [...] more for machines than people."
  • He writes that web 2.0 presents the current generation of kids with a "reduced expectation of what a person can be."
  • Enrique Rubio Royo on 19 Jun 10
     
    Críticas y defensa de la 2.0
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

Harold Jarche » Social Media and Learning: Implications - 0 views

www.jarche.com/...edia-and-learning-implications

harold_Jarche workshop_design community_manager questions reflexion sintesis

shared by Enrique Rubio Royo on 19 Sep 10 - Cached
  • ‘Reject the myth that we learn from experience and accept the reality that we learn by reflecting on experience.’ My experiences in this experiment underscored for me how important it is to reflect “out loud” – if not by engaging online, by taking some of what you’re thinking about and talking about it with others.
  • questions are good
  • “open ended”
  • ...2 more annotations...
  • “Does it end?”
  • So what did I learn or what was reinforced? A loose-knit online learning community can scale to many participants and remain effective. Only a small percentage ~10% of members will be active. Wikis need to be extremely focused on real tasks/projects in order to be adopted. If facilitators can seed good questions and provide feedback, then conversations can flourish. Use a very gentle hand in controlling the learners and some will become highly participative. Design for after the course, using tools like social bookmarks, so that artifacts can be used for reference or performance support. Create the role of “synthesizer”. I found it quite helpful when Tony and Michele summarized the previous week’s activities. Keep the structure loose enough so that it can grow or change according to the needs of the community
Enrique Rubio Royo

Ple Conference - 0 views

pleconference.citilab.eu

ple pln educause PLWE eaprende

shared by Enrique Rubio Royo on 18 Mar 10 - Cached
  • Personal Learning Environments (PLE) include the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals. The idea of the PLE represents a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize. Because they emphasize relationships, PLEs can promote authentic learning by incorporating expert feedback into learning activities and resources. A PLE also puts students in charge of their own learning processes, challenging them to reflect on the tools and resources that help them learn best. By design, a PLE is created from self-direction, and therefore the responsibility for organization—and thereby for learning—rests with the learner. (7 things you should know about Personal Learning Environments, Educause 2009).
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”
  • “What differentiates physical systems from social ones is that agents in social systems often alter their behaviour in response to anticipated outcomes”
  • An example I often use to distinguish complicated from complex: a puzzle and the weather
  • 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

Essential Skills for 21st Century Survival: Part I: Pattern Recognition « eme... - 0 views

emergentbydesign.com/...val-part-i-pattern-recognition

pattern_recognition patrones skills pkm toma_decisiones

shared by Enrique Rubio Royo on 13 Apr 10 - Cached
  • The ability to spot existing or emerging patterns is one of the most (if not the most) critical skills in intelligent decision making, though we’re mostly unaware that we do it all the time
  • Combining past experience, intuition, and common sense, the ability to recognize patterns gives us the ability to predict what will happen next with some degree of accuracy. The better able we are to predict what will happen, the more intelligent we become. So, you might say that the purpose of intelligence is prediction.
  • Let’s look at an example
  • ...8 more annotations...
  • Imagine you’re driving home from work
  • Your brain is recognizing patterns in your environment.
  • In the same way that pattern recognition works in the driving example, it’s working every time your senses take in information.
  • your brain is comparing it to things you already know, and seeing how it fits. If it has a reference point, your brain files it away as a correlation or similarity or tangent; if it’s a novelty, your brain is challenged and will either construct a new model for understanding and processing this information, save it for later consideration, or simply reject and discard the information.
  • This next stage of the thinking process, of choosing how to integrate information and give it meaning, has been referred to as “sensemaking.
  • Knowing which information to integrate and which to disregard is a skill in and of itself
  • it is often easier to reject information we don’t immediately understand rather than going through the effort of creating a new mental model
  • the ability to anticipate and adapt to changing conditions in the environment are hallmarks of intelligent people and organizations.
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] .
1 - 20 of 20
Showing 20▼ items per page