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Enrique Rubio Royo

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

  • I’ve identified several variables that must be considered by a teacher as they teach
    • Enrique Rubio Royo
       
      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
       
      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
       
      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.
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  • The ability to work within this complex system (the classroom) is typically part of the teacher observation process
    • Enrique Rubio Royo
       
      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
       
      ¿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
       
      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

Learning to be - 0 views

  • This is not simply a cry for individualism
    • Enrique Rubio Royo
       
      Individualización vs individualismo
  • In a highly unstable world
  • economic and social innovation, imagination and creativity
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  • The twenty-first century
  • Learning to Be
  • All people should receive in their childhood and youth an education that equips them to develop their own independent, critical way of thinking and judgement so that they can make up their own minds on the best courses of action in the different circumstances in their lives.
  • a dialectic process
  • based both on self-knowledge and on relationships with other people
  • education should enable each person
  • to be able to solve his own problems, make his own decisions and shoulder his own responsibilities
  • More than ever before, the essential task of education seems to be to make sure that all people enjoy the freedom of thought, judgement, feeling and imagination to develop their talents and keep control of as much of their lives as they can.
Enrique Rubio Royo

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

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

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

  • Networked Student Model
    • Enrique Rubio Royo
       
      Modelo de 'alumno en red' vs nuestro eAprendiz
    • Enrique Rubio Royo
       
      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.
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  • 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
       
      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

Exploratree by Futurelab - 0 views

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    libreria de 'thinking guides' (existentes y desarrollo de propias)
Enrique Rubio Royo

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

  • 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
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