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change is required in two vast and interwoven domains

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

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

"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

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

pregunta respecto a la enseñanza a nuestros niños de la era digital:

implica que

También implica que

y que

precisamente

Si queremos lograr un futuro

no solo en términos de abundancia sino también en términos de humanidad

escuela

Pero lo que sí no ha cambiado, es lo que Dertouzos (2001) llama

que se remonta a nuestros primeros antepasados

desarrollo de unos pactos o acuerdos de ciudadanía

Pero hoy

Necesita acoger muchas culturas, zonas horarias y comunidades en línea

No podremos hacer lo anterior si eliminamos las TIC de su vida escolar.

las Instituciones Educativas (IE) reaccionan a comportamientos digitales como el ciberacoso o la falta de respeto a los derechos de autor, de las dos maneras siguientes

Ambos enfoques

tercer enfoque

Estos programas ubicarán las actividades digitales dentro del contexto de comunidad en lugar de trasladarlos a la esfera de la vida privada de nuestros estudiantes.

ha estado con nosotros de manera formal o informal, durante milenios

Luego

período de relativismo moral y de clarificación de valores

ausencia de valores definidos por la comunidad y ampliamente aplicados

Debido a la libertad extrema, el anonimato y la generalización que caracterizan al ciberespacio, la

se han acelerado considerablemente. 

Las Instituciones Educativas (IE) ya empezaron, de manera no oficial, a atender la

que, aunque son importantes, no son de ninguna manera suficientes.

que encaren a profundidad y de manera directa y comprehensiva,

Además de reemplazar la enseñanza basada en enfoques centrados en las asignaturas y en los exámenes o pruebas, por otros en los que se enseñe en base a proyectos, a indagación y de manera colaborativa, la junta está comprometida en crear un programa de educación del carácter para ciudadanos digitales.

que resulten de reuniones públicas, en las que los miembros de la comunidad discuten y debaten los valores que para ellos son más importantes

Las Instituciones Educativas, explícitamente invitan a los estudiantes a participar

por tres razones

comprobar si el ministerio, secretaría o ente encargado de la educación ya adoptó lineamientos acerca de estos valores

Estos valores

necesitan refinarse para poderse aplicar a cabalidad en el mundo del ciberespacio

Algunos valores tradicionales pueden requerir mayor énfasis en la era digital

modificarlos para que sean relevantes para proceder en cualquier circunstancia, real o virtual, digital o análoga, local o global; e incluirlos en el currículo escolar

impactos personales, sociales y ambientales, de cada una de las Tecnologías y aplicaciones de los medios de comunicación que usan en

en contracorriente de dos décadas de planeación de la educación en TIC,  centrada simplemente, en integrarlas dentro de los currículos y la enseñanza

oportunidades

responsabilidades

empoderamiento

cautela

satisfacción persona

teléfono celular

principios éticos de integridad personal, compasión y comportamiento responsable

reflexionar sobre lo ético y legal del uso de materiales en línea sin autorización

bienestar comunitario y globa

privacidad

reconocer las comunicaciones y sitios en línea inapropiados

Como es natural, la crisis amenaza con dejar todo esto en chatarra.

etiqueta de Ícaro

En Estados Unidos, la crisis económica ha suscitado un debate sobre el papel del Estado, sobre la justicia y la responsabilidad, sobre los valores sociales y la identidad. ¿En qué está cambiando España por culpa de la crisis económica más compleja desde su transición a la democracia? ¿Por qué un 20% de desempleo no ha desencadenado un conflicto social? ¿Cómo están preparando los líderes del país la salida?

los países que tienen problemas y los que son problemas

el Fondo Monetario Internacional

más de 10 años de préstamos baratos de Europa ayudaron a alimentar un fantástico aumento del gasto y las inversiones.

A finales de 2009, la deuda exterior total de España era de 1,735 billones de euros, equivalente al 170% del PIB.

El Gobierno, mientras tanto, aumentó el gasto público un 7,7% anual a partir de 2005.

Más de cuatro millones de trabajadores perdieron su empleo; la tasa de paro española, del 20%, es más del doble de la tasa media en Europa. Las prestaciones de desempleo, las más generosas de Europa, cuestan al Estado otros 32.000 millones de euros al año

"La hora de la verdad llegará cuando nos demos cuenta de que las principales causas de la crisis son internas"

Las autoridades y otros políticos, por el contrario, tienden a prestar más atención a las raíces internacionales.

La decisión entre buscar las claves de la recuperación económica dentro o buscarlas fuera puede reflejar las diferencias sobre la urgencia y la dimensión de las reformas estructurales necesarias para conseguirlo.

"El mayor riesgo es que en 2013-2015 la renta per cápita vuelva a ser la que era hace 10 años"

"Lo que es más preocupante no es la crisis inmediata, sino el estancamiento a largo plazo"

"horizonte de estancamiento"

"Todo a la vez" significa llevar a cabo

algunos de los mecanismos que los Gobiernos utilizaban en el pasado para restablecer la competitividad -como las seis devaluaciones de la peseta entre 1977 y 1997- desaparecieron con la creación de la eurozona, lo cual supone una presión añadida para la unión monetaria y España.

"lo que tiene que hacer España es tomar decisiones sobre su política tanto macroeconómica como microeconómica, y explicarlas a la gente. Esas decisiones son difíciles. Lo importante es que las decisiones no sólo resuelvan nuestros problemas inmediatos, sino que introduzcan correcciones en la forma de abordar nuestros problemas a largo plazo"

Rodrigo Rato

"El problema es que nosotros tenemos que financiar nuestro déficit en los mercados y no estamos en la situación de Estados Unidos ni estamos en la situación de los países de fuera del euro, que, aunque no hagan una devaluación, pueden ver cómo su moneda se deprecia, en términos relativos, y eso les origina una ventaja competitiva",

Seamos francos: no sólo hay falta de confianza en España, sino falta de confianza en el sistema del euro y en su capacidad de resolver sus propios problemas

En España es frecuente comparar a los políticos, y de forma desfavorable, con el sector empresarial del país

Banco Santander, BBVA, Telefónica, Ferrovial, Iberdrola, FCC, ACS y otras.

Por el contrario, los dirigentes políticos españoles son objeto de críticas feroces por parte de la opinión pública.

"Las soluciones requieren o un gran consenso o un Gobierno fuerte. Y no tenemos ninguno de los dos"

Gran parte del problema de credibilidad del Gobierno al hablar de economía tiene que ver con que todavía hoy no ha ofrecido una visión clara y global del camino que tiene España por delante

Rajoy

Los votantes han perdido la confianza en todos los líderes.

como ocurre en la economía, la política española sufre unos profundos desequilibrios estructurales, que van desde la promoción interna en los partidos hasta la relación entre el Gobierno central y las comunidades autónomas.

"Esta no es una crisis, es un cambio trascendental"

el electorado no está tan polarizado como los políticos

Era inevitable que la velocidad de transformación de Villacañas tuviera consecuencias positivas y negativas.

La crisis era impensable, pero todo el mundo decía que esto no era sostenible.

La gente menciona varios factores familiares que mantienen unida la comunidad: generosas prestaciones de desempleo, que a menudo se complementan con los ahorros o alguna chapuza; una red familiar y social que sigue siendo fuerte, aunque se haya debilitado; la contribución de la sociedad civil, y por último, una resignación pasmada pero persistente, que algún día se disipará.

las soluciones deben ir más allá de la creación de empleo. Ahora es el momento de convertir la comunidad en algo mejor, algo duradero.

Lo que está pasando aquí no se resuelve solamente con volver a crecer. Si se hace eso, sería perder una oportunidad de reflexionar sobre aspectos de la cultura social y sobre el papel que debe desempeñar la ciudadanía".

hacerse mayor en la España actual

Los frentes de batalla de la crisis económica de España están llenos de jóvenes.

pertenecen o a una generación perdida -excluidos de escuelas y carreras, y buscándose como pueden algún trabajito- o a una generación estrella: muy preparados, productos de la vitalidad de estos años de cambio, comprometidos con Europa y abiertos al mundo.

estudio de la National Science Foundation, “Moving forward to improve engineering education”

informe “The globalization of Engineering” de la Apex Engineering (2007)

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.

"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,

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.

"students who work together cooperatively show dramatic increases in academic achievement, self-esteem, and positive social skills."

benefits of collaborative learning

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."

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.

Tercero. Interdependencia

Cuarto. Compartir la propiedad intelectual, que ya no es necesaria

Cinco. La integridad.

¿Cuáles son los ejes del cambio? La comunicación global: internet; las nuevas generaciones, que son nativos digitales; la revolución social, a través de las redes sociales, y los emprendedores.  

Las empresas ¿también cambian? Hasta ahora el talento estaba dentro de las instituciones.

pero el 50% de sus innovaciones viene de comunidades de internautas.

Proveyendo toda la información tienes a ciudadanos y empresas que pueden organizarse para crear valor público

La idea es un gobierno plataforma. Sí, que libera información permitiendo al mundo organizarse autónomamente para crear valor público con la iniciativa del ciudadano. Hay que revisar la democracia.

El voto de los jóvenes está bajando en todo el mundo y no es un tema de falta de valores, es el momento de la historia en que el voluntariado de los jóvenes es más alto. Quieren participar y ellos son el futuro. var addthis_config = { ui_language: "es" //var addthis_exclude = "print,twitter,facebook"; }; 29   comentarios

¿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

¿La formación sigue siendo la clave del empleo?