Skip to main content

Home/ AULA 2.0/ Group items tagged ecompetencia

Rss Feed Group items tagged

Enrique Rubio Royo

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

  • 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
       
      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
       
      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
       
      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
       
      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
       
      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

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

  •  
    " E-learning 2.0"
Enrique Rubio Royo

Oak Harbor, Washington INFORMATION SKILLS - 0 views

  •  
    Habilidades de resolución de problemas, y/o toma de decisiones, en el ámbito de la RED.
Enrique Rubio Royo

Harold Jarche » PKM - 0 views

  • PKM consists of practical methods for making sense of the increasing digital information flows around us
  • The term personal knowledge management (PKM) isn’t about management in a business sense but rather how we can manage to make sense of information and experience in our electronic surround. Personal – according to one’s abilities, interests & motivation (not directed by external forces). Knowledge – connecting information to experience (know what, know who, know how). Management
  • Hyperlinks subvert hierarchy, or, in other words, digital networks enable multiple connections, so organizational communications are no longer just vertical.
  • ...6 more annotations...
  • Tim Kastelle (a great source of knowledge on innovation) discusses how it’s better to have a good idea than a large network to fire off any old idea.
  • This is an important innovation lesson as well. We don’t need more ideas, we need better ideas.
  • Note: my blog is where I hammer out ideas, so you may be finding some of these posts a bit repetitive. Sorry about that
  • My working definition of personal knowledge management: PKM: a set of processes, individually constructed, to help each of us make sense of our world, work more effectively and contribute to society. PKM is [...]
  • What effective means have we found to aggregate, filter and share information? Is personal KM a good foundation for corporate KM, or are they competing efforts? What are the corporate benefits of individual KM [...]
  • “understand” is more descriptive of the human sense-making activities than “filter” is
Enrique Rubio Royo

Blog Competencias Básicas Huelva.: Las competencias básicas como cultura impr... - 0 views

  • La selección de aprendizajes básicos es una de las decisiones más importantes que cualquier sociedad debe adoptar para garantizar su propia continuidad.
  • Se trata, pues, de utilizar un nuevo concepto para seguir definiendo un determinado perfil de personada educada.
  • la dificultad para que las competencias básicas puedan transformarse en un factor de mejora no reside en la utilización del término competencia sino en el concepto que finalmente se vincule a ese término.
  • ...14 more annotations...
  • No ignoramos que, para algunas personas, la utilización del término debe ser rechazada frontalmente, dado que es un término contaminado por los intereses economicistas más conservadores y cuya preocupación educativa no iría más allá del interés por mejorar el capital humano. Para otras personas y colectivos, entre los que nos incluimos, el término puede vincularse a otras tradiciones no economicistas, especialmente la tradición de la educación funcional y crítica, poniendo de manifiesto la necesidad de considerar el proceso educativo como un proceso de “empowerment”: un proceso para transformar el saber en poder, es decir, en capacidad de acción ciudadana. (Perrenoud, 2004).
  • conceptualización del término competencia
  • Las competencias no son una “cosa”, esto es no hay ningún objeto al que podamos identificar como tal, sino que son una “forma”.
  • on la expresión de los poderes que necesita cualquier persona para ejercer una ciudadanía activa que le permita asumir responsablemente un proyecto de vida personal y un proyecto de sociedad
  • Las competencias básicas,
  • Las competencias básicas como poderes para la ciudadanía
  • 1. Competencia en comunicación lingüística2. Competencia matemática3. Competencia en el conocimiento y la interacción con el mundo físico4. Tratamiento de la información y competencia digital5. Competencia social y ciudadana6. Competencia cultural y artística7. Competencia para aprender a aprender8. Autonomía e iniciativa personal
  • ncorporar las competencias básicas a la enseñanza obligatoria supone la sustitución de los procesos de socialización por procesos de educación.
  • la finalidad última del proceso de educación es promover la autonomía, mientras que la finalidad del proceso de socialización es promover la acomodación al campo social
  • sólo se pueden desarrollar las competencias
  • si se basan en la aspiración a la autonomía que va de la mano con la identidad.
  • Las competencias básicas
  • on aquellas competencias que debe haber desarrollado un joven o una joven al finalizar la enseñanza obligatoria para poder lograr su realización personal, ejercer la ciudadanía activa, incorporarse a la vida adulta de manera satisfactoria y ser capaz de desarrollar un aprendizaje permanente a lo largo de la vida.
  • Comisión de las Comunidades Europeas (2005): Recomendaciones del Parlamento europeo y del Consejo de Europa sobre las competencias clave para el aprendizaje permanente. Disponible en la dirección electrónica http://eur-lex.europa.eu/LexUriServ/site/es/com/2005/com2005_0548es01.pdf
Enrique Rubio Royo

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

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

¿Malo iPad? · ELPAÍS.com - 0 views

  • la información se convierte en una distracción, en una diversión, en una forma de entretenimiento, en lugar de un instrumento para el fortalecimiento personal, en lugar de un medio para la emancipación intelectual"
    • Enrique Rubio Royo
       
      Justificación añadida, al rol del eAprendiz (fortalecimiento personal, mediante emancipación intelectual). Desarrollo personal en RED mediante un aprendizaje autogestionado, permanente y social.
  • el rumor está sustituyendo a la información confirmada
    • Enrique Rubio Royo
       
      eCompetencia 'Pensamiento crítico', ànalítico'.
Enrique Rubio Royo

Exploratree by Futurelab - 0 views

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

Emotional Quotient Vs Intelligence Quotient! | Custom Training and eLearning Blog - 0 views

  • Emotional Quotient (EQ) refers to an employee’s ability and understanding of his or her emotions along with his or her colleagues’ emotions at the workplace to create better work coordination and environment. In contrast, Intelligence Quotient (IQ) defines the level of intelligence an employee possesses to understand, interpret and implement one’s knowledge in varied situations leading to his or her growth as well as the Company’s.
  • An individual’s success rate at work depends on his or her EQ as well as IQ in the ratio of 80:20.
Enrique Rubio Royo

"Un joven licenciado no debe buscar empleo, sino crearlo" en CincoDías.com - 1 views

  • "Un joven licenciado no debe buscar empleo, sino crearlo"
  • Hace 300 años India y China eran los líderes de la economía, la cultura, la educación.
  • Hay muchos problemas en países como la India que solo se pueden abordar con tecnología hecha o adaptada a la India, que solo pueden ser entendidos y abordados por indios.
  • ...12 more annotations...
  • Debemos aspirar a que la innovación esté enfocada a resolver los nuevos problemas.
  • Tenemos que preocuparnos no por los trabajos que se han perdido, sino por los trabajos que la tecnología puede crear.
  • energías limpias, en el medio ambiente, en la salud, en la educación
  • ¿Qué le diría a los jóvenes licenciados europeos que están cada día más formados y sienten que ello no les vale para encontrar un trabajo
  • Les diría que los empleos que ofrece el siglo XXI y las habilidades que requiere este milenio son diferentes de las que se precisaban en el siglo anterior.
  • Si conectamos con las habilidades que se exigen en el siglo XXI no solo conseguiremos un empleo sino que crearemos empleos
  • En el siglo XXI los jóvenes debería salir de la universidad empeñados en crear empleo.
  • ¿La formación sigue siendo la clave del empleo?
  • Hay mucha gente formada, pero no encajan con la demanda real de empleos. Hay un error en la planificación educativa.
  • el enorme desarrollo tecnológico tiene un desenvolvimiento global, aunque sus beneficios siguen concentrándose en manos de muy pocos
  • es un reto que se democratice la tecnología y la información. No podemos consentir que las minorías que han estado innovando hasta la fecha sigan suplantado la iniciativa de las mayorías
  • "En los últimos meses los fondos de alto riesgo han tenido beneficios de 30.000 millones de dólares y solo emplean a 2.000 personas; los bancos, que emplean a un millón, han ganado 28.000 millones de dólares. Otros sectores que dan trabajo a millones han tenido beneficios por 10.000 millones. Toda esta gente está diciendo, ¿dónde está mi parte? El principal problema es que la riqueza sigue cayendo en muy pocas manos."
1 - 18 of 18
Showing 20 items per page