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Enrique Rubio Royo

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

  • 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.
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  • 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

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

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

eLearn: Feature Article - Creating Online Professional Learning Communities - 0 views

  • In the 21st century, working environments are evolving into collaborative places where knowledge is disseminated by autonomous individuals organized into more lateral and less hierarchical structures
  • "These technologies form rich socio-technical networks that have come to constitute life in this digital age, and participation in these networks is becoming commonplace. They exist in various stages, forms, and venues"
  • Recent years have yielded research into the importance of community and online teaching in online courses
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  • This has expanded into the idea of a social presence where one is able to be seen as a real person in a virtual environment
  • Study findings have supported the idea that the cause of success in an online environment is the establishment of an effective learning community [9].
  • what steps may be taken to create and establish online PLCs to make them work for a virtual environment
Enrique Rubio Royo

eLearn: Feature Article - E-learning 2.0 - 0 views

  •  
    " E-learning 2.0"
Enrique Rubio Royo

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

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    ""Manual de Uso del Software Social en la Educación Superior"."
Enrique Rubio Royo

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

  • 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

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

  • Undoubtedly instructional design is crucial if the mindset is learning events
    • Enrique Rubio Royo
       
      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.
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  • 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

How to Use Microblogging in Workplace Learning | Upside Learning Blog #eAprendiz - 0 views

  • a personal learning tool, Twitter
  • organizations may need tools which can be installed behind their firewalls
  • Organizations are using these tools for workplace learning and performance support.
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  • 1. Broadcasting information
  • 2. Performance support
  • 3. Expert Guidance
  • 4. Live Discussion Forums
  • the learning community #lrnchat is one such example of a Twitter discussion forum.
  • 5. Knowledge Repository
  • 6. Back Channel
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    "Micro-blogging for learning"
Enrique Rubio Royo

Ramblings of a Professional Learning Community: How's Your PLN? - 0 views

  • It would be great for educators to receive credit and recognition for the countless hours spent reading, listening, and implementing what other educators and experts have to say about Pedagogy, Technology, Science Education, and 21st Century Teaching.
  • So exactly what does my Personal Learning Network (PLN) look like? Here’s a sample of how I spend the first half hour of every morning learning before I go to work:Check my email.Check in with Twitter and Classroom 2.0 to see what people are saying, blogging, what websites are being referenced, or what webinars may be available later in the day.Visit interesting bookmarks shared through the Diigo groups I belong.I’ll check into Facebook to see what friends and relatives, some personal some professional, are up to this day.I’ll check my school and student email. (Students use a unique email to access me.)I’ll check my blog to see if I need to respond to anyone or perhaps I’ll add a new post.I’ll review the new posts of the many blogs I follow.Whatever new comes my way that day, I’ll click and check it out.All this before I even leave the house. Of course, I follow up at work when and where I am able. My expanded PLN is fairly new. I can’t imagine what this list will look like in a few months.If you're interested in developing your own PLN, check out this blog page by Lisa Nielsen, author of The Innovator Educator.
Enrique Rubio Royo

The Innovative Educator: 5 Things You Can Do to Begin Developing Your Personal Learning... - 0 views

  • personal learning networks are created by an individual learner, specific to the learner’s needs extending relevant learning connections to like-interested people around the globe.
  • PLNs provide individuals with learning and access to leaders and experts around the world bringing together communities, resources and information impossible to access solely from within school walls.
  • I recommend Innovative Educators new to PLNs begin as a PLN consumer (1.0 skills) and grow into PLN producers (2.0 skills)
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  • I recommend Innovative Educators new to PLNs begin as a PLN consumer (1.0 skills) and grow into PLN producers (2.0 skills).
  • 5 Ways to Begin Building Your Personal Learning Network 1.0
  • 5 Ways to Begin Building Your Personal Learning Network 1.0
  • 1-Join a professional social network.
  • 1-Join a professional social network.
  • 2-Pick 5 Blogs you find interesting and start reading them.
  • 2-Pick 5 Blogs you find interesting and start reading them.
  • 3-Set up an iGoogle account using your professional email and subscribe to the blogs you selected in Google Reader.
  • 3-Set up an iGoogle account using your professional email and subscribe to the blogs you selected in Google Reader.
  • 4-Become a part of the conversation and start commenting on the blogs you read
  • 5-Join the microblogging phenomena by reading Tweets at Twitter.
  • 5-Join the microblogging phenomena by reading Tweets at Twitter.
  • 4-Become a part of the conversation and start commenting on the blogs you read.
  • Personal Learning Network Tool for further investigation
Enrique Rubio Royo

Ple Conference - 0 views

  • 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

untitled - 0 views

  • The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in anygiven place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0' -an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.
Enrique Rubio Royo

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

  • 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
       
      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
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  • 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.
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