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Enrique Rubio Royo

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

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

complexity complejidad eaprende evision non-linear-learning aprendizaje

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

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

andrewcerniglia.com/?p=301

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

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

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

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

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

Innovating the 21st-Century University: It's Time! (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...195370

shared by Enrique Rubio Royo on 27 Jun 10 - Cached
  • The transformation of the university is not just a good idea. It is an imperative
    • Enrique Rubio Royo
      Enrique Rubio Royo on 27 Jun 10
       
      Completamente de acuerdo. Universidad actual vs nuevo espacio social y global en RED, base de la mayor creación/compartición e intercambio de K y de difusión de información.
  • Now is also a time of great opportunity
  • and there is a steady stream of proposals for change
  • ...84 more annotations...
  • change is required in two vast and interwoven domains
    • Enrique Rubio Royo
      Enrique Rubio Royo on 27 Jun 10
       
      La Univ. requiere cambios en 2 dominios: 1.- modelo de pedagogía (cómo se lleva a cabo el aprendizaje) y sustituirlo por el nuevo modelo de 'Aprendizaje colaborativo', y 2.- el modelo de producción de contenidos (producción colaborativa de K). Solo así la Univ. tiene la posibilidad de sobrevivir e incluso de desarrollarse vigorosamente en una economía global en RED.
  • First we need to toss out the old industrial model of pedagogy (how learning is accomplished) and replace it with a new model called collaborative learning. Second we need an entirely new modus operandi for how
  • (the content of higher education) are created.
  • Collaborative Learning: Reinventing Pedagogy
  • In the industrial model of student mass production, the teacher is the broadcaster
  • "In collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students' discussion and active work with the course material."
  • Collaborative learning has as its main feature a structure that allows for student talk
  • With technology, it is now possible to embrace new collaboration models that change the paradigm
  • This is not about distance learning
  • Rather, this represents a change in the relationship between students and teachers in the learning process.
  • Collaborative Learning Is Social Learning.
  • we need to focus not on what we are learning but on how we are learning
  • instead of starting from the Cartesian premise of 'I think, therefore I am,' . . . the social view of learning says, 'We participate, therefore we are.'"
  • the web provides powerful new tools and environments for collaborative learning
    • Enrique Rubio Royo
      Enrique Rubio Royo on 27 Jun 10
       
      Cómo posibilita la web el aprendizaje colaqborativo: 1.- Nuevas tools y entornos, como WIKIS y mundos virtuales como 'Second Life' 2.- Cursos online interactivos pueden liberar a los profesores de 'lecciones', consiguiendo tiempo para colaborar con los estudiantes. 3.- la web posibilita interaccionar con otros estudiantes independientemente del momento y del lugar 4.- la web representa un nuevo modo de producción del K, que cambia todo lo que tenga que ver con 'cómo' se crean los contenidos de los cursos de la Univ.
  • from wikis to virtual worlds like Second Life
  • However, the web enables social learning in other ways as well.
  • Collaborative Learning Embraces Discovery.
  • "The scandal of education is that every time you teach something, you deprive a [student] of the pleasure and benefit of discovery."14
  • Students need to integrate new information with the information they already have — to "construct" new knowledge structures and meaning.
  • Today, every college and university student has at his or her fingertips the most powerful tool for discovery, for constructing knowledge, and for learning.
  • the web
  • the web
  • seeing the web as a threat to the old order, universities should embrace its potential and take discovery learning to the next step
  • Rather
  • Collaborative Learning Is Student-Focused and Self-Paced.
  • the education model has to change to suit this generation of students. Smart but impatient, today's students like to collaborate, and they reject one-way lectures
    • Enrique Rubio Royo
      Enrique Rubio Royo on 27 Jun 10
       
      el nuevo modelo de educación debe adecuarse a la generación actual de estudiantes: inteligentes, impacientes, colaborativos y que rechazan las lecciones en una sola dirección. Quieren aprender, pero solo aquello que tengan que aprender, y desean aprender en un estilo que es el mejor para ellos'
  • "They want to learn, but they want to learn only what they have to learn, and they want to learn it in a style that is best for them."15
  • Collaborative Knowledge Production: Opening Up the University
    • Enrique Rubio Royo
      Enrique Rubio Royo on 27 Jun 10
       
      Hacia una emergente Red Global de Aprendizaje superior (Meta-universidad), a lo largo de 5 etapas: 1.- Intercambio de contenidos de cursos 2.- Colaboración en contenidos de cursos 3.- Co-innovación de contenidos de cursos 4.- Co-creación de K 5.- Conexión Aprendizaje colaborativo
  • The university needs to open up, embrace collaborative knowledge production, and break down the walls that exist among institutions of higher education and between those institutions and the rest of the world
  • To do so, universities require deep structural changes
  • in the open-access movement, we are seeing the early emergence of a meta-university
  • The Internet and the Web will provide the communication infrastructure, and the open-access movement and its derivatives will provide much of the knowledge and information infrastructure."
  • The emerging meta-university, built on the power and ubiquity of the Web and launched by the open courseware movement, will give teachers and learners everywhere the ability to access and share teaching materials, scholarly publications, scientific works in progress, teleoperation of experiments, and worldwide collaborations, thereby achieving economic efficiencies and raising the quality of education through a noble and global endeavor."17
  • For universities to succeed, we believe they need to cooperate to launch what we call the Global Network for Higher Learning
  • This network would have five stages or levels:
  • Level 1: Course Content Exchange
  • colleges and universities post their educational materials online, putting into the commons what would have traditionally been viewed as cherished and closely held intellectual property. MIT pioneered the concept with its OpenCourseWare initiative (http://ocw.mit.edu), and today more than 200 institutions of higher learning have followed suit.
  • Consider what a change this offers to a typical professor's life
  • Level 2: Course Content Collaboration
  • What higher education desperately needs is a social network — a Facebook for faculty.
  • Sharing materials is an important first step. But the course materials available freely online could also be constructed as a platform for users to collaborate and share experiences with the materials. As the Global Network for Higher Learning gains momentum, the volume of material being posted will become overwhelming, comprising not only text but also lecture notes, assignments, exams, videos, podcasts, and so on.
  • But it shouldn't be a standalone application; it should be integral to the Global Network for Higher Learning.
  • A little effort can yield large returns. For example
  • Level 3: Course Content Co-Innovation
  • the Wikimedia Foundation organized Wikiversity
  • The next level in the Global Network for Higher Learning goes beyond sharing and collaborating on course content to actually co-creating content. Professors can co-innovate new teaching material based on work already available and can then make this newly synthesized content available to the world.
  • For the ultimate course, teachers need more than course materials, of course. They need course software enabling students to interact with the content, supporting small group discussions, facilitating testing, and so on. Such software can be developed using the tried-and-true techniques and tools of the open-source software movement.
  • Sakai
  • Sakai.
  • Level 4: Knowledge Co-Creation
  • In the next level of the Global Network for Higher Learning, scholars move beyond course materials and collaborate to co-create all subject-matter-appropriate knowledge.
  • Knowledge from university-based research should be a public good.
  • Universities and academics need to embrace the Global Network for Higher Learning as the platform for collaboration in research, creation, communication, and exploitation of new knowledge. With the Global Network for Higher Learning, the current problems of academic journals would go away.
  • The traditional peer-reviewed academic journals would adopt a much more dynamic online process.
  • Level 5: Collaborative Learning Connection
  • How can we network the world's higher education institutions to go beyond the production of knowledge to the consumption of that knowledge by learners?
  • The 21st-century university will be a network and an ecosystem — not a tower — and educators need to get going on the partnerships to make this work for students.
  • Reinvention or Atrophy
  • he combination of the Internet, the new generation of learners, the demands of the global knowledge economy, and the shock of the current economic crisis is creating a perfect storm for universities, and the storm warnings are everywhere.
  • As the model of pedagogy is challenged, inevitably the revenue model of universities will be too.
  • Many will argue: "But what about credentials?
  • Others will argue: "What about the campus experience?
  • If institutions want to survive the arrival of free, university-level education online, they need to change the way professors and students interact on campus.
  • How, then, can universities reinvent themselves, rather than atrophy? What are the steps to be taken?
  • Adopt Collaborative Learning As the Core Model of Pedagogy.
  • Professors who want to remain relevant will have to abandon the traditional lecture and start listening to and conversing with students — shifting from a broadcast style to an interactive one
  • Professors should encourage students to discover for themselves and to engage in critical thinking instead of simply memorizing the professor's store of information. Finally, professors need to tailor the style of education to their students' individual learning styles.
  • The Internet and the new digital platforms for learning are critical to all of this, especially given the high student-faculty ratio in many universities.
  • Collaboratively Produce Higher Education Content and Knowledge by Launching the Global Network for Higher Learning.
  • Right now, universities around the world are embracing level one — course content exchange — of the Global Network for Higher Learning. But they need to move further in the next four levels.
  • Content should be multimedia — not just text. Content should be networked and hyperlinked bits — not atoms. Moreover, interactive courseware — not separate "books" — should be used to present this content to students, constituting a platform for every subject, across disciplines, among institutions, and around the world.
  • Build New Revenue and Collaboration Models between Higher Education Institutions to Break Down the Silos between Them.
  • we will need to build a collaborative revenue model and a new structure of transfer pricing.
  • Change Incentive Systems to Reward Teaching, Not Just Research.
  • If universities are to become institutions whose primary goal is the learning by students, not faculty, then the incentive systems will need to change. Tenure should be granted for teaching excellence and not just for a publishing record.
  • How can this be done?
  • Build the Infrastructure for 21st-Century Higher Education.
  • a new kind of infrastructure is required to realize the University 2.0.
  • The world needs a "Digital Marshall Plan."
  • Where is the University 2.0?
  • A powerful force to change the university is the students.
  • The Industrial Age model of education is hard to change. New paradigms cause dislocation, disruption, confusion, uncertainty. They are nearly always received with coolness or hostility. Vested interests fight change. And leaders of old paradigms are often the last to embrace the new.
  • Changing the model of pedagogy and the model of knowledge production is crucial for the survival of the university
  • Global Network for Higher Learning
Enrique Rubio Royo

week6 - 1 views

docs.google.com/View

complejidad Complexity caos SACs CAS georgesiemens aprendizaje evision sistema entorno

shared by Enrique Rubio Royo on 18 Mar 10 - Cached
  • The general principles of chaos, complexity, and emergence can be partly translated into social sciences.
  • importance of recognizing that no one individual is able to master a discipline
  • All knowledge is in the connections – how we’ve connected concepts and how we are connected to other people and sources of information. To know is to be connected.
  • ...13 more annotations...
  • our best opportunity to function in complex and chaotic environments is found in structures that adapt and respond to feedback. Change requires structures that also change. To this end, we turn to networks and ecologies as a model for:LearningKnowledge/epistemology (as both process and product)Managing complexity
  • Explaining emergence in its multiple forms in education: learner understanding, group formation, advancement of a discipline, etc.Designing educational systems that embody the society that learners will be expected to engage as members (ontology - learners becoming)
  • the irreducibility of learning to its individual parts, the recognition of dynamic interactions, the criticality of feedback in influencing adaptation, and openness are sufficient for our application to learning.
  • definition of complexity
  • “a set of diverse actors who dynamically interact with one another awash in a sea of feedbacks”
  • “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

Aprendizaje 2.0: Diseña tu propio PLE - 0 views

aprendizaje20.blogspot.com/...disena-tu-propio-ple.html

PLN plwe eaprende diseño actividades elearner eaprendiz eactividades

shared by Enrique Rubio Royo on 23 May 10 - Cached
  • Sue Waters, editora de The Edublogger, comparte desde su wiki un interesante manual para iniciarse en la construcción de un Entorno Personal de Aprendizaje. Este manual, especialmente la parte referente a las herramientas, se desarrolló a partir de las respuestas de 160 personas al siguiente cuestionario:¿Qué es lo mas importante que has aprendido de tu PLE?Clasifica las herramientas de tu PLE según su importancia¿Qué cinco herramientas recomendarías como punto de partida para construir un PLE?¿Que cinco consejos darías a la gente que quiera comenzar a desarrollar su PLE
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