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Enrique Rubio Royo

Free Technology for Teachers: Free Royalty Free Music for Education - 0 views

www.freetech4teachers.com/...-free-music-for-education.html

music audio teachers free emedia eprofesor elearner musica creative_commons

shared by Enrique Rubio Royo on 23 May 10 - No Cached
  • When creating an audio podcast or a video that uses music tracks, the sure way to avoid any worries about copyright infringement is to use music you created. Unfortunately, often that is not a feasible option for a lot of folks. The next best thing to using music you created is to use Creative Commons licensed music or royalty free music.
Enrique Rubio Royo

Teacher Training Videos created by Russell Stannard - 0 views

www.teachertrainingvideos.com/general.html

web2.0 howto resources tools eprofesor teachers eMedia videos training

shared by Enrique Rubio Royo on 25 Mar 10 - Cached
  • Teacher Training Videos for all teachers
  • How to use SKYPE for tutorials and teaching Screen Toaster-free online screen capture tool Twitter in Depth How to use Tweet Deck for Twitter Wikis with PB Works Complete HTML course How to use Dreamweaver How to use Word Press JING-Fantastic Screen Capture Tool Screen Jelly-Web 2.0 Screen Capture Tool Introduction to Moodle Moodle in more depth Fronter Level 1 Fronter Level 2 2.0 Notice Board-Excellent Xtra Normal-Superb 3D tool Great Timeline Tool Learning Videos for Camtasia. Easy Podcasting Using Audacity Bubbl-Present with Flickr How to use Blogger Text to Speech tools Second Life L1 Second Life L2 Simple Mind Mapping Tool Make on-line surveys All about RSS feeds All about YouTube Downloading from youTube How to use Blackboard iTunes Demystified PowerPoint Basics How to create simple text blogs How to do better searches on the Internet Photoshop basics All about Delicious Tips and Tricks for Word Drawing & Recording site Blogs I use most for Technology Free Technology for Teachers Shelly Terrell Blog Jane Hart's Blog Newsletter For extra free materials and training videos, sign up to our monthly newsletter! Email Address: Confirm Email Address: Name: Organisation/Institution: Recommended Books
  • Enrique Rubio Royo on 25 Mar 10
     
    "Web 2.0/ICT Training Videos"
Enrique Rubio Royo

The 10 Bona Fide Best Sites for Sharpening Your Critical Thinking Skills - 0 views

www.missiontolearn.com/...arpen-critical-thinking-skills

criticalthinking critical_thinking pensamiento_critico competencias actividades

shared by Enrique Rubio Royo on 19 Jun 10 - No Cached
  • good critical thinking skills are essential for cutting through the noise on the Web and getting to resources that are actually trustworthy and accurate
  • So here are ten resources I found valuable as I searched the Web for tools to help with sharpening my critical thinking skills
  • An interesting, 26-question online quiz
  • ...8 more annotations...
  • It’s good to know that forestry graduates will have a grounding in critical thinking!
  • Use this free Internet tutorial to learn to discern the good, the bad and the ugly for your online research
  • the spirit of this Reductio Ad Absurdum dialectical approach to critical thinking,
  • OpenCourseWare on critical thinking, logic, and creativity
  • This is a very good site for developing an understanding of “logical fallacies” –
  • Another site focused on fallacies. This one features the complete text from Fallacy Tutorial Pro 3.0 organized as a menu of links
  • brief review of major critical thinking concepts and then a set of quizzes to test your understanding.
  • “BlueStorm is a mostly free introduction to critical thinking and elementary sentential logic
  • Enrique Rubio Royo on 19 Jun 10
     
    Recursos para adquirir conceptos y diseñar actividades relativas a la competencia básica de desarrollo de 'pensamiento crítico'.
Enrique Rubio Royo

Free Technology for Teachers: Projects With Web Tools - 0 views

www.freetech4teachers.com/...e-projects-with-web-tools.html

tools teachers howto diseño instruccional eprofesor blended_learning free

shared by Enrique Rubio Royo on 25 Mar 10 - No Cached
  • Enrique Rubio Royo on 25 Mar 10
     
    "Connecting Disciplines With Web Tools"
Enrique Rubio Royo

Free Technology for Teachers: Develop a PLN - 0 views

www.freetech4teachers.com/...develop-pln.html

technology teachers tools free twitter REA red_externa_aprendizaje eaprende red_personal_aprendizaje pln RPA howto

shared by Enrique Rubio Royo on 25 Mar 10 - No Cached
  • Here are some resources to help you develop your online personal, professional learning network.
Enrique Rubio Royo

About - Jamendo - 0 views

www.jamendo.com/about

creativecommons music jamendo emedia free musica

shared by Enrique Rubio Royo on 16 May 10 - Cached
  • Jamendo is a community of free, legal and unlimited music published under Creative Commons licenses.
Enrique Rubio Royo

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

mashable.com/...twitter-professors

twitter real_time_education howto eaprende eprofesor learning

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

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

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

charles-jennings.blogspot.com/...d-instructional-design-or.html

diseño instruccional instructional_design inetravtividad eaprende teaching learning design

shared by Enrique Rubio Royo on 10 Jun 10 - Cached
  • Undoubtedly instructional design is crucial if the mindset is learning events
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 Jun 10
       
      Nuevo rol y paradigmas del aprendizaje
  • then ID takes on a whole new dimension.
  • The vast majority of structured learning is content-rich and interaction-poor.
  • ...20 more annotations...
  • These days we’re a little better informed about what constitutes learning.
  • It’s become clear that learning is about action and behaviours, not about how much information you hold in your head.
  • Knowing something doesn’t necessarily mean that you’ve learned it.
  • Dr Ebbinghaus’ experiment revealed we suffer an exponential ‘forgetting curve’ and that about 50% of context-free information is lost in the first hour after acquisition if there is no opportunity to reinforce it with practice.
  • I’ve only learned
  • when I can use the CRM system without constantly asking for help or referring to some documentation.
  • Experience and practice are two of the main ways we change our behaviours and learn.
  • If experience and practice, rather than knowledge acquisition and content, are the drivers of the learning process, what do Instructional Designers need to do to be effective?
  • The need to become Interactivity Designers. That’s what they need to do.
  • learning experience design
  • I find both Clark’s learning experience designer and also the term interactivity designer helpful because they move us beyond instruction to where the real meat of learning is, to actions and interactions, experiences and conversations.
  • We need designers who understand that learning comes from experience, practice, conversations and reflection
  • Designers need to get off the content bus and start thinking about, using, designing and exploiting learning environments full of experiences and interactivity.
  • As they do this they’ll realise that most of the experiences and interactivity they can draw on will occur outside formal learning environments.
  • How can the ID can also be a pedagogical consultant, although the client is still in 20st century teaching paradigm?
  • Instruction doesn't mean transferring content, it means teaching. And that includes learning experiences and interactivity as well as content transfer.
  • Interactivity is not the only requirement to reaching the end state of learning actions and knowledge in order to perform accurately
  • Building confidence and sustaining the motivation to change doesn't necessarily require interaction but does need persuasive language and appropriate use of media as well as connection and access to others
  • Designers also need to prepare people to learn and to practice and apply new knowledge and behaviours.
  • how to bring the experiences to your instructional design
Enrique Rubio Royo

Free Technology for Teachers: Creating Blogs and Websites - 0 views

www.freetech4teachers.com/...-effective-blogs-websites.html

tools teachers howto blogs wikis websites diseño instruccional eprofesor blended_learning

shared by Enrique Rubio Royo on 25 Mar 10 - No Cached
  • This page is where you can find resources related to my presentations about creating effective blogs and websites to complement instruction.
Enrique Rubio Royo

Free Technology for Teachers: Google Tools Tutorials - 0 views

www.freetech4teachers.com/...google-tools-tutorials.html

google tools tutorials teachers eMedia einfo eaprende

shared by Enrique Rubio Royo on 25 Mar 10 - Cached
  • This page contains tutorials for using Google tools. The tutorials that I've created you are welcome to use in your own blog, website, or professional development session. Before using the tutorials created by others, please contact the creator.
Enrique Rubio Royo

Do You Prefer Copyright or the Right to Talk in Private? | TorrentFreak - 0 views

torrentfreak.com/ight-to-talk-in-private-110121

copyright privacidad copyleft cultura_digital industria

shared by Enrique Rubio Royo on 21 Jan 11 - No Cached
  • shared culture, free knowledge, and fundamental privacy.
  • connect the dots between the right to fundamental liberty of privacy and the right to share culture.
  • The only way to detect this, in order to enforce today’s level of copyright, is to eliminate the right to private correspondence.
  • ...6 more annotations...
  • If I’m sending an e-mail to you,
  • Today’s level of copyright can’t coexist with the right to communicate in private.
  • We, as a society, can say that copyright is the most important thing we have, and give up the right to talk in private. Either that, or we say that the right to private correspondence has greater value, in which case such correspondence can be used to transfer copyrighted works.
  • Once you accept that copyright must be scaled back, a whole palette of advantages to that scenario become apparent.
  • What surprised me recently was the level of understanding of this within the copyright industry, and how they persistently try to eradicate the right to private correspondence in order to safeguard current disputed levels of copyright.
  • It became clear that the copyright industry is actively driving a Big Brother society, as it understands that this path would be the only way to save copyright.
Enrique Rubio Royo

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

henryjenkins.org/..._culture_of_learning_an_i.html

eprofesor eestudiante eaprendiz contexto aprendizaje cambio imaginacion docencia learning education

shared by Enrique Rubio Royo on 22 Feb 11 - No Cached
  • 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
Enrique Rubio Royo

Aprendizaje Invisible // News, Ahora tenemos tecnología, ¿qué hacemos con la ... - 0 views

aprendizajeinvisible.tumblr.com/...-tecnologia-que-hacemos-con-la

tic howto skills_basicas habilidades skills_blandas OCDE estrategia implantacion

shared by Enrique Rubio Royo on 18 Oct 11 - No Cached
  • Ahora tenemos tecnología, ¿qué hacemos con la educación?
  • Cristóbal Cobo
  • Se ha creído que distintos productos vendrán a revolucionar el sistema educativo, como lo fue en su momento con la televisión, la radio, las computadoras, los teléfonos y ahora con las tablets
  • ...43 more annotations...
  • 3 alfabetismos básicos
    • Enrique Rubio Royo
      Enrique Rubio Royo on 18 Oct 11
       
      Posibilidad de usar esta orientación como introduccióna una formación de adultos (p.e. Minsal)
  • OCDE (2004)
  • Los desarrollos tecnológicos tienen un crecimiento exponencial, sin embargo existe un gran desfase entre la incorporación de estos y en cómo sacarle el mayor provecho a la tecnología
  • Capacidad para discriminar información
  • 1.- RECOMBINAR
  • 2.- FILTRAR –
  • saber cómo ubicarla, seleccionarla, analizarla y contextualizarla.
  • soft skills
  • 3.- COMPARTIR -
  • Capacidad para crear y distribuir conocimiento
  • entender las oportunidades del software abierto
  • contenidos educativos y de investigación. Como lo hace iTunes U, el MIT,YouTube Edu, P2PU, Science Commons, KhanAcademy, etc
  • Darle mayor movilidad al conocimiento
  • la innovación invisible
  • Las habilidades digitales van más allá de conocimientos certificables
  • las competencias blandas/sociales
  • Capacidad de crear, conectar y agregar contenidos.
  • Las cuales tienen que ver en cómo aplicar conocimientos en diferentes contextos con distintas personas
  • Las competencias blandas como ser colaborativo, resolver problemas, el autonocimiento, ser cooperativo, líder, etc
  •  no se aprenden leyendo sino en la práctica.
  • Ideas clave:
  • a.- Existe una creciente aceptación del discurso pro-innovación tecnológica
  • pero no se piensa en cómo enriquecer procesos de enseñanza-aprendizaje
  • Latinoamérica incorporan las TIC y ponen un gran énfasis en la parte tecnológica
  • no existe una consulta con quienes están en el aula
  • ¿Cómo aprovechamos lo multicontextual?
    • Enrique Rubio Royo
      Enrique Rubio Royo on 18 Oct 11
       
      También como Aula Expandida
  • Cada país, región, localidad es distinta
  • c.- Es fundamental evitar soluciones educativas rápidas y estandarizadas
  • Nuestra Innovación Social no va a la par de la Innovación Tecnológica
  • Se deben compartir tanto las BUENAS prácticas como las MALAS prácticas
  • aprendizaje aumentado
  • Existe una mayor necesidad de aplicar conocimientos en contextos distintos.
  • sin embargo
  • e.- Se necesitan ciudadanos creativos
  • Si el mundo cambia, hay que ser adaptables; se necesitan estrategias flexibles.
  • Se debe pensar en disciplinas multicontextuales.
  • después de un tiempo quedará obsoleto.
  • pasaporte del conocimiento”
  • g.- Es necesario contar con nuevos mecanismos que validen competencias blandas, como portafolios de evidencias
  • Lo que aprendamos hoy no siempre será lo mejor para el futuro. 
  • h.- Se debe incorporar las TIC en espacios formales e informales. Aún existe una gran brecha entre el estudiante, el ciudadano y el empleado.
  •  Las personas deben ser capaces de aprovechar la globalización y no esperar a que cambien los programas.
  • economía de los talentos
  • Enrique Rubio Royo on 18 Oct 11
     
    Gran pregunta... comprar, comprar tecnología y ¿ahora qué?. Ya tenemos ordenadores en el aula ¿y ahora qué?. Existe una creciente aceptación del discurso pro-innovación tecnológica (dentro y fuera del aula), pero no se piensa en cómo enriquecer procesos de enseñanza-aprendizaje. Se proponen, siguiendo a la OCDE, tres habilidades básicas: 1.- RECOMBINAR (Capacidad de crear, conectar y agregar contenidos); 2.- FILTRAR (Capacidad para discriminar información); 3.- COMPARTIR (Capacidad para crear y distribuir conocimiento). Además se habla también de 'habilidades blandas' (como ser colaborativo, resolver problemas, el autonocimiento, ser cooperativo, líder, etc.), Las cuales tienen que ver en cómo aplicar conocimientos en diferentes contextos con distintas personas. Aporta una serie de 'ideas clave', muy interesantes como estrategia de inmplantación de las TIC: -Es fundamental evitar soluciones educativas rápidas y estandarizadas - gran énfasis en la parte tecnológica, sin embargo no existe una consulta con quienes están en el aula - Se necesitan ciudadanos creativos no que memoricen. Si el mundo cambia, hay que ser adaptables; se necesitan estrategias flexibles
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