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Enrique Rubio Royo

elearnspace › The race to platform education - 0 views

www.elearnspace.org/...the-race-to-platform-education

lms plataforma educacion pearson google openclass tecnologia centralizacion opensource

shared by Enrique Rubio Royo on 17 Oct 11 - No Cached
  • Across the full spectrum of education
  • we are witnessing a race to develop platforms
  • tremendous centralization of control is occurring in numerous spaces
  • ...17 more annotations...
  • As liberating as the web is
  • Google
  • /Android, Amazon
  • Facebook
  • with Pearson being the lead runner to date
  • To be effective in the long term, large LMS companies will need to pull more and more of the education experience under their umbrella. Why? Well, technology is getting complex. Very complex. Which means that decisions makers are motivated
  • Google+
  • to platform the educational sector
  • Pearson and Google
  • Open Class:
  • Today Pearson, the publishing and learning technology group, has joined the software giant Google to launch OpenClass, a free LMS that combines standard course-management tools with advanced social networking and community-building, and an open architecture that allows instructors to import whatever material they want, from e-books to YouTube videos.
  • Blackboard acquired Elluminate and Wimba:
  • appear to be making in-roads in this space with
  • to adopt approaches that integrate fairly seamlessly across the education spectrum.
  • Why buy an LMS when you can buy the educational process?
  • Whoever has the platform sets the rules and controls the game.
  • Diversity will be pushed to the margins and Ellul’s fears will be realized in education as they have been realized in much of society.
  • Enrique Rubio Royo on 17 Oct 11
     
    Con motivo del anuncio por parte de Pearson y Google, de la puesta en marcha de la nueva plataforma 'Open Class', excelente reflexión de G. Siemens acerca de la carrera abierta en el sector de la educación, por parte de las grandes empresas de LMS, tal como ya sucedió con Blackboard y su reciente compra de Elluminate y Wimba. ¿A qué se debe ésto?. A la complejidad de la tecnología actual, y a la necesidad en general de adoptar plataformas de convergencia (Social Media, Cloud computing, intranets, etc) y ,en particular la necesidad por parte de los responsables de las instituciones educativas, de propuestas que integren en una sola plataforma el propio 'proceso educacional', con el consiguiente peligro, tal como ha sucedido en otros ámbitos, pues 'quien posee la plataforma define las reglas y controla el juego' (tendencia hacia una centralización en red, tal como ya sucede con Google/Android, Amazon, Facebook, etc). En síntesis, tendencia hacia la centralización en red frente a topologías distribuidas, desplazando la diversidad fuera del 'sistema' y evidenciando los miedos a la tecnología en el sector de la educación (en todo su espectro o niveles) tal como ya ha sucedido en muchas partes de la sociedad. Gratis vs open source.
Enrique Rubio Royo

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

theinnovativeeducator.blogspot.com/...an-do-to-begin-developing.html

PLM PLE elearner howto eaprende PLWE REA pln social_networking

shared by Enrique Rubio Royo on 23 Mar 10 - Cached
  • personal learning networks are created by an individual learner, specific to the learner’s needs extending relevant learning connections to like-interested people around the globe.
  • PLNs provide individuals with learning and access to leaders and experts around the world bringing together communities, resources and information impossible to access solely from within school walls.
  • I recommend Innovative Educators new to PLNs begin as a PLN consumer (1.0 skills) and grow into PLN producers (2.0 skills)
  • ...14 more annotations...
  • I recommend Innovative Educators new to PLNs begin as a PLN consumer (1.0 skills) and grow into PLN producers (2.0 skills).
  • 5 Ways to Begin Building Your Personal Learning Network 1.0
  • 5 Ways to Begin Building Your Personal Learning Network 1.0
  • 1-Join a professional social network.
  • 1-Join a professional social network.
  • 2-Pick 5 Blogs you find interesting and start reading them.
  • 2-Pick 5 Blogs you find interesting and start reading them.
  • 3-Set up an iGoogle account using your professional email and subscribe to the blogs you selected in Google Reader.
  • 3-Set up an iGoogle account using your professional email and subscribe to the blogs you selected in Google Reader.
  • 4-Become a part of the conversation and start commenting on the blogs you read
  • 5-Join the microblogging phenomena by reading Tweets at Twitter.
  • 5-Join the microblogging phenomena by reading Tweets at Twitter.
  • 4-Become a part of the conversation and start commenting on the blogs you read.
  • Personal Learning Network Tool for further investigation
Joaquín Fiestas

Google para Educadores - 0 views

www.google.com/...about.html

google educacion

shared by Joaquín Fiestas on 31 Mar 11 - Cached
  • Joaquín Fiestas on 31 Mar 11
     
    Google crea herramientas para el aula
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

Integrating ICT into the MFL classroom:: Creating Your PLN Using Twitter - 0 views

joedale.typepad.com/...g-your-pln-using-twitter-.html

PLN twitter howto wiki google_reader eaprende eaprendiz learning_elearning

shared by Enrique Rubio Royo on 19 Apr 10 - Cached
  • presentation about how Twitter and wikis can be used by teachers to create their own personal learning network
  • To help teachers in this process, Gina has set up a wiki Twitter4Teachers which contains pages of useful contacts divided up according to subject and area of interest.
  • I suggest you use Twitter Search to create RSS feeds for all those people who you are particularly interested in (your core group)and then subscribe to them in Google Reader so you can read their messages all in one place when you have the time. To do this, go to Twitter Search and put in the username of someone you want to follow then click on Search to generate the latest results. Click on the link Feed for this query on the right hand side of the page and copy the feed in the address bar which should look like the example below with the name of the person you want to track replaced by the word username: http://search.twitter.com/search.atom?lang=en&q=username
  • ...1 more annotation...
  • In Google Reader, click the Add a subscription button and paste in the feed. Click Add and wait until the messages load. When you've finished scanning the tweets, click the Mark all as read button and you're done. Now whenever a new tweet is sent or someone replies to the person you are tracking, you will see all their messages appear in bold in your reader like in your email client. To help you manage your subscriptions, you can create different folders and assign all your Twitter feeds to the same one. Easy.
Enrique Rubio Royo

Official Google Blog: The future of search - 0 views

googleblog.blogspot.com/...future-of-search.html

google future search buscar futuro

shared by Enrique Rubio Royo on 21 Jun 10 - Cached
  • There are lots of ways that search will need to evolve in order to easily meet user needs.
  • how search might change over the next 10 years.
  • In the next 10 years, we will see radical advances in modes of search: mobile devices offering us easier search, Internet capabilities deployed in more devices, and different ways of entering and expressing your queries by voice, natural language, picture, or song, just to name a few. It’s clear that while keyword-based searching is incredibly powerful, it’s also incredibly limiting. These new modes will be one of the most sweeping changes in search.
  • ...20 more annotations...
  • Modes
  • Media
  • The media of the results matters.
  • Yet our presentation is still very linear (the results are just a list) and even (no one result is more important or larger than the next).
  • it’s an important first step to exploring the full range of what we can do with rich media.
  • The face of search will change dramatically over the next 10 years. Maybe it should contain even more videos and images, maybe it should sharply differentiate the relative weight and accuracy of the results more, maybe it should be more interactive in terms of refinements?
  • Personalization
  • search engines of the future will be better in part because they will understand more about you, the individual user
  • Maybe the search engines of the future will know where you are located, maybe they will know what you know already or what you learned earlier today, or maybe they will fully understand your preferences because you have chosen to share that information with us.
  • Location
  • Your location is one potentially useful facet of personalized information
  • Since location is relevant to a lot of searches, incorporating user location and context will be pivotal in increasing the relevance and ease of search in the future.
  • Social
  • Another element of personalization is social context.
  • There’s a lot of expertise, knowledge, and context in users’ social graphs, so putting tools in place to make “friend-augmented" search easy could make search more efficient and more relevant.
  • Language
  • We know there are cases where an answer exists on the web, but not in a language you read. This is why Google is investing in machine translation. We want to be able to unlock the power of web search for anyone speaking any language. The basic concept is – if the answer exists online anywhere in any language, we’ll go get it for you, translate it and bring it back in your native tongue.
  • Conclusion
  • Search is a 90-10 problem. Today, we have a 90% solution
  • that remaining 10% of the problem really represents 90% (in fact, more than 90%) of the work
Enrique Rubio Royo

Negroponte: One Laptop Per Child is now a $75 Android Tablet - Google 24/7 - Fortune Tech - 0 views

tech.fortune.cnn.com/...ild-is-now-a-75-android-tablet

android negroponte laptop olpc google

shared by Enrique Rubio Royo on 30 May 10 - Cached
  • he former head of MIT's Media Lab said the next OLPC device, the XO-3, would be a 9-inch tablet made by Marvell and running Google's Android OS.
  • The device will be based on Marvell's Moby platform and will initially cost $99 for the hardware, but that price is expected to drop to $75 by 2011.  What does the Moby platform buy you?   According to Marvell, Moby is: Powered by high-performance, highly scalable, and low-power Marvell® ARMADA™ 600 series of application processors, the Moby tablet features gigahertz-class processor speed, 1080p full-HD encode and decode, intelligent power management, power-efficient Wi-Fi/Bluetooth/FM/GPS connectivity, high performance 3D graphics capability and support for multiple software standards including full Adobe Flash, Android™ and Windows Mobile.  The ultra low power Moby tablet is designed for long-battery life.
Enrique Rubio Royo

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

www.ascilite.org.au/...drexler.html

model networked_student profesores docencia PLE eaprende eaprendiz eaprendizaje

shared by Enrique Rubio Royo on 28 Jun 10 - Cached
  • Networked Student Model
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      Modelo de 'alumno en red' vs nuestro eAprendiz
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      Interesante pensar como adecuamos nuestro modelo de PLWE, no solo al profesor (ya lo tenemos), sino al elearner (quizás el PLWE reducido?)
  • The Networked Student Model and a test case are described in detail along with implications and considerations for additional research
  • to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience.
  • ...76 more annotations...
  • It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.
  • Emerging web applications offer unique opportunities to customise the learning environment for individual learners
  • In the past, learning environments were immediately associated with a physical location
  • however, the concept is increasingly expanded to include online learning, virtual schools, and blended opportunities that combine traditional with digital options
  • Traditional, lecture-based classrooms are designed as passive learning environments in which the teacher conveys knowledge and the student responds (Chen, 2009). Imagine the potential frustration that self-regulated learning holds for students who are quite comfortably accustomed to specific teacher directions with finite expectations.
  • learner motivation
  • Personal learning suggests learner autonomy and increased self regulation
  • self-directed.
  • they are also required to take an active role in the learning process by making decisions
  • Teachers, on the other hand, are challenged to provide an appropriate balance between structure and learner autonomy in order to facilitate self-directed, personalised learning
  • Such a scenario further presents challenges to traditional forms of assessment
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach
  • He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum"
  • The purpose of this test case is to introduce a model for the student construction of personal learning environments that balances teacher control with increased student autonomy
  • a level of structure is required to scaffold the learning process
  • Networked learning refers specifically to "learning in which information communication technology is used to promote connections: between one learner and other learners, between learners and tutors, between a learning community and its learning resources"
  • Networked learning is manifested in personal learning environments (PLEs), or "systems that help learners take control of and manage their own learning"
  • a model of the networked teacher that represents an educator's professional personal learning environment (PLE)
  • Figure 1: The Networked Teacher (Couros, 2008) It is a model through which teachers begin to build professional connections to support teaching practice
  • The Networked Student Model adapts Couros' vision for teacher professional development in a format that is applicable to the K-12 student. It includes four primary categories, each with many components evident in the networked teacher version (Figure 2).
  • he networked student follows a constructivist approach to learning. He or she constructs knowledge based on experiences and social interactions
  • Constructivism encourages "greater participation by students in their appropriation of scholarly knowledge"
  • Technology supports this appropriation as a collection of tools that promote knowledge construction,
  • Networked Student Model.
  • Students use RSS and social bookmarking to organise information and build upon prior knowledge with the goal of completing a task or meeting a learning objective. Social media, or web-based applications designed for the purpose of interacting with others online, promote conversations. Blogs are an example of a vehicle through which students can reflect on the learning process. The sub-parts coexist to support a constructive learning experience. The student's personal learning environment pulls them all together.
  • Siemens (2008) associates the concept of connectivism with networked learning
  • in the networked learning environment, blogging is a key component of the personal learning environment through which students respond to and collect the opinions of others. Students identify blogs that target a specific unit of study, and they have the option to respond with opinions of their own.
  • In a traditional classroom setting, the teacher has primary control over the content.
  • Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field.
  • The skill to identify valid content and expertise,
  • The connection to humans is an essential part of the learning process. That connection expands to include access to resources and creative artifacts.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 28 Jun 10
       
      El elearner y el eprofesor, aprovechan la existencia del nuevo Espacio WEB en RED: Ecosistema de conocimiento personal (Espacio Social -Personas- + Espacio Digital -Recursos-INFO) + Tecnología + Procesos
  • design of the teacher-facilitated, student-created personal learning environment
  • The teacher was a facilitator in the process helping the student scaffold network learning and manage the content as it became more complex.
  • Construction of a personal learning environment does not necessarily facilitate comprehension or deep understanding
  • The networked student model is one of inquiry, or the process of "exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity"
  • In guided inquiry, the teacher provides the problem and directs the students to the materials for investigation
  • The teacher is necessary to help the students navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise. Yet the teacher may not be the only expert in the learning process.
  • The test case for this model took place at a K-12 independent school in the southeastern United States. Fifteen students participated during a nine-week term as part of a contemporary issues research project. The contemporary issues course was unique to the school in its delivery. It was the first time a blended format had been offered. Students attended class three days face to face and two days online. Course assignments and discussions were organised using Moodle,
  • For the networked student project, each student selected a contemporary issue or topic for which he or she had a strong interest
  • Passion for a topic was one means of motivation
  • assessment of each student's ability to synthesise the research
  • The networked student test
  • It addresses the problem of determining the level of structure needed to facilitate networked learning while providing a foundation for greater student control over a personal learning environment
  • to collect student perceptions of the learning experience relative to their autonomy and comfort with the networked learning format
  • two key considerations when introducing the Networked Student Model. The first was student familiarity with web applications used to build the personal learning environment.
  • Second, considerably more structure was required since this was the first time each student embarked on the Networked Student Model.
  • The teacher gauged the level of structure depending upon the student's motivation, comfort with technology, and interest in the topic.
  • Patterns for networked learning
  • The learning environment slowly shifted from the classroom to online.
  • Google is used repeatedly because signing up for one account gave students access to a number of useful learning tools.
  • The level of structure is adjusted based on the prior experience of individual students.
  • Student activitylevel of structure
  • Personal learning environment toolset
  • a new tool was introduced each day over two weeks.
  • personal web page aggregators
  • iGoogle, PageFlakes, NetVibes, and Symbaloo
  • Personal web page compiles learning tools
  • There were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content.
  • Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day.
  • At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above.
  • The student's ability to synthesise the research was further evaluated with a reflective essay.
  • The personal blog provided an opportunity for regular reflection during the course of the project.
  • Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned.
  • As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure
  • to give the students an additional opportunity to share and learn from each other.
  • Creativity is considered a key 21st century skil
  • A number of emerging web applications support the academic creative process
  • Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page.
  • The student-selected topics of study included
  • Video conferences were conducted with
  • All students participated in the video conferences and identified subject matter expertise as a key element of a personal learning environment.
  • Four key areas were targeted to assess the success of the project and determine whether an effective balance between teacher control and student autonomy was achieved:
  • Creation of the personal learning environment as a replacement for a traditional textbook
  • Student use of technology to complete projects was identified as important because the students had little prior exposure to technology as a learning tool.
  • Time management and workload were tangible measures of comparison from the student's perspective and indicated his or her ability to self regulate the learning process.
  • Student perception of whether he or she felt equipped to study other topics in this format with less teacher intervention provided some indication as to whether greater student autonomy was achieved
Enrique Rubio Royo

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”
  • An example I often use to distinguish complicated from complex: a puzzle and the weather
  • “What differentiates physical systems from social ones is that agents in social systems often alter their behaviour in response to anticipated outcomes”
  • 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

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

www.eschoolnews.com/...port-small-group-collaboration

collaboration colaboracion aprendizaje_colaborativo mini_proyector cooperacion tools elearner ecompetencias maestria profesores teachers report

shared by Enrique Rubio Royo on 13 Apr 10 - Cached
  • 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
      Enrique Rubio Royo on 13 Apr 10
       
      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
      Enrique Rubio Royo on 13 Apr 10
       
      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
      Enrique Rubio Royo on 13 Apr 10
       
      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
      Enrique Rubio Royo on 13 Apr 10
       
      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
      Enrique Rubio Royo on 13 Apr 10
       
      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

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.
fernando mori

¿Qué está haciendo internet con nuestras mentes? | Redacción mulera - 0 views

redaccion.lamula.pe/...lamula

internet

shared by fernando mori on 31 Jul 11 - No Cached
    • fernando mori
      fernando mori on 31 Jul 11
       
      Piedra de toque Mario Vargas LLosa
  • Esos alumnos no tienen la culpa de ser ahora incapaces de leer Guerra y Paz o El Quijote. Acostumbrados a picotear información en sus computadoras, sin tener necesidad de hacer prolongados esfuerzos de concentración, han ido perdiendo el hábito y hasta la facultad de hacerlo, y han sido condicionados para contentarse con ese mariposeo cognitivo a que los acostumbra la Red, con sus infinitas conexiones y saltos hacia añadidos y complementos, de modo que han quedado en cierta forma vacunados contra el tipo de atención, reflexión, paciencia y prolongado abandono a aquello que se lee, y que es la única manera de leer, gozando, la gran literatura. Pero no creo que sea sólo la literatura a la que el Internet vuelve superflua: toda obra de creación gratuita, no subordinada a la utilización pragmática, queda fuera del tipo de conocimiento y cultura que propicia la Web. Sin duda que ésta almacenará con facilidad a Proust, Homero, Popper y Platón, pero difícilmente sus obras tendrán muchos lectores. ¿Para qué tomarse el trabajo de leerlas si en Google puedo encontrar síntesis sencillas, claras y amenas de lo que inventaron en esos farragosos librotes que leían los lectores prehistóricos?
Elvira Navas

VII Jornadas de Informatica Educativa - 0 views

sites.google.com/jiecite

eventos Jornadas

shared by Elvira Navas on 25 Apr 11 - No Cached
  • Elvira Navas on 25 Apr 11
     
    Invitacion a particpar en las VII Jornadas de Informática Educativa en la Universidad Metropolitana Caracas Venezuela. Visita el site para mas informacion.
fernando mori

Ideas y recursos para poner tu clase al revés con la 'flipped classroom&... - 0 views

www.aulaplaneta.com/...reves-con-la-flipped-classroom

recursos tics didactica

shared by fernando mori on 10 Nov 14 - No Cached
  • fernando mori on 10 Nov 14
     
    Te proponemos unas cuantas herramientas que además puedes integrar en aulaPlaneta y con las que practicarás la nueva metodología de la flipped classroom.
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