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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

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

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

Why does information flow in networks? « Connectivism - 1 views

www.connectivism.ca/?p=311

gsiemens redes_sociales howto SNA ARS

shared by Enrique Rubio Royo on 09 May 11 - No Cached
  • analysis of the impact of networks on society. Well before Baraba
  • analysis of the impact of networks on society
  • to understand how people connect
  • ...56 more annotations...
  • how information flows through a network
  • our position in a network, and the overlap with other networks, influences the type of information and people that we can acces
  • While networks have always been the backbone structure of society and knowledge,
  • the experience of being part of a network was not fully conscious or even explicit
  • What mattered was who you knew and your role in society
  • overlooks an important question
  • Even the act of connection forming requires explicit activity from a person : “Follow X” or “Accept friend request from X”
  • The online formation of networks is more directive than the offline experienc
  • the connection seems more real, more intentional
  • The daily reality of being connected naturally raises questions about influence of an individual within a network and how information flows within that system
  • Klout analyzes influence
  • The prevalence of social network tools and the attention now devoted to analyzing the shape and attributes of those networks – and the evaluation of how information flows
  • Today, in contrast, our networks are explicit in tools like Facebook, Twitter, email, and LinkedIn.
  • Why? Why does information flow as it does? Why does a person decide to share information with her network?
  • Networks can be analyzed quantitatively to determine
  • I’m interested in the qualitative aspects of information flow
  • Why did you decide to post on your friend’s Facebook wall? Why did you decide to retweet a resource? Why did members of your network decide to retweet your comment?
  • What are the qualitative aspects of information objects that determine its likelihood of being shared or amplified within a network?
  • three elements
  • involved in addressing the question of
  • “why does information flow” in a network
  • 1. The individual.
  • how did the person get to have many followers?
  • He has 12000 followers.
  • Let’s look at someone like Alec Couros on Twitter.
  • He has posted over 55000 tweets (wow!).
  • qualitatively, how does Alec differ from others in his activities on Twitter?
  • because he posts more often?
  • Because he is talented at engaging with individuals?
  • because he replies to more of his followers
  • Does he participate in more network sub-clusters
  • Maybe he’s just a nicer person
  • Clearly, the activities of an individual plays a role in why information flows…
  • Context also influences why information spreads
  • 2. The Context.
  • 3. The Message.
  • This is really the heart of what I’m trying to understand.
  • What are the qualitative attributes of a message that influence why it is shared
  • Two attributes
  • -Relevance
  • a tweet about something happening today is more valuable than
  • -Resonance
  • this is a complex/fuzzy concept
  • When someone posts a link or comment on Twitter, and it resonates with me
  • fears, interests, beliefs
  • the prospect of retweeting is increased.
  • simple coding scheme of what types of messages people post on Twitter:
  • a) to express agreement b) to express outrage c) humour d) social grooming
  • e) self-promote f) raise awareness
  • what would you add?
  • If we have a coding scheme, we can randomly analyze the posting habits of people on Twitter
  • No doubt, the coding process would be better if it was automated
  • sentiment analysis is a big area of focus for social media firms
  • Not only are media firms interested in who is talking about GM or BP, but what are the emotions behind posts on Twitter/FB?
  • Educators are paying attention to social media.
  • Getting at the qualitative aspects of why information flows through networks is a more lucrative direction to consider in transitioning social media use for self and network awareness.
Enrique Rubio Royo

11 Ways To Explain Social Business Benefits - The BrainYard - InformationWeek - 0 views

www.informationweek.com/...231902518

shared by Enrique Rubio Royo on 09 Nov 11 - No Cached
  • What are the things that do matter?
  • People unfamiliar with the tools of this new social business space
  • almost always react poorly to initial messages that focus on the tools and how they will "revolutionize" business
  • ...15 more annotations...
  • They freeze in their tracks
  • because they don't understand the language and the technology
  • Often they're people with years of expertise, who are knowledgeable about their work and aren't accustomed to feeling uninformed.
  • it's better to ask them if they'd like to cool off, relax, and enjoy the beautiful view from the harbor.
  • It's like asking someone who has never sailed to put in
  • You must motivate people in language that they understand before introducing new ways of doing business
  • Here are some approaches you can take to help people who are new to social tools understand them:
  • There are hundreds of small-use cases that could benefit from using networked communications environments
  • Start looking for ones that either result in a lot of lost productivity
  • or where the company spends a lot of money
  • to redesign your communications ecosystem
  • change one communications habit at a time.
  • Which you choose will depend on how much executive support you have, how culturally ready your company is, and how much budget is available.
  • regardless of your approach, the more specific you are about how these tools and processes will help people do their work, the more successful you'll be.
  • There are benefits and risks to both, but
Enrique Rubio Royo

How neurons make sense of our senses | KurzweilAI - 0 views

www.kurzweilai.net/urons-make-sense-of-our-senses

shared by Enrique Rubio Royo on 09 Dec 11 - No Cached
  • a simple computation performed by single nerve cells: a weighted average
    • Enrique Rubio Royo
      Enrique Rubio Royo on 09 Dec 11
       
      ¿Cómo se las arregla el cerebro pra procesar las señales sensoriales (complejas, rápidamente cambiantes, y frecuentemente en conflicto) para generar significado de nuestro mundo?. Respuesta: mediante sencillos cálculos llevados a cabo por células nerviosas individuales: un promedio ponderado. Las neuronas tienen que aplicar los pesos correctos a cadaseñal sensorial, y los autores delestudio revelan cómo es llevado a cabo.
  • Neurons have to apply the correct weights to each sensory cue, and the authors reveal how this is done
  • This deeper understanding of how brain circuits combine different sensory cues could also help scientists and engineers to design more sophisticated artificial nervous systems such as those used in robots
  • ...5 more annotations...
  • The discovery may eventually lead to new therapies for people with Alzheimer’s disease and other disorders
  • the brain does not have to first “decide” which sensory cue is more reliable
  • The study shows that
  • The study demonstrates that the low-level computations performed by single neurons in the brain, when repeated by millions of neurons performing similar computations, accounts for the brain’s complex ability to know which sensory signals to weight as more important.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 09 Dec 11
       
      El estudio demuestra que el cerebro NO tiene que decidir en primer lugar qué señal sensorial es mas fiable. El estudio demuestra que los cálculos de bajo nivel (procesos sencillos) realizados por las neuronas individuales en el cerebro, cuando se repiten por millones de neuronas llevando a cabo cálculos similares, representa la capacidad compleja del cerebro para saber qué señales sensoriales poseen un peso más importante. Por lo tanto, el cerebro puede descomponer esencialmente una tarea aparentemente de comportamiento de alto nivel, en un conjunto de operaciones mucho más simples llevadas a cabo por muchas neuronas simultáneamente.
  • “Thus, the brain essentially can break down a seemingly high-level behavioral task into a set of much simpler operations performed simultaneously by many neurons,”
Enrique Rubio Royo

EduDemic » Twitter Launches Official Guide To Tweeting [VIDEOS] - 0 views

edudemic.com/...icial-guide-to-tweeting-videos

twitter guide edudemic how-to

shared by Enrique Rubio Royo on 21 Sep 10 - Cached
  • While we were glad to write up a handy guide to Twitter for teachers, the microblogging service has just rolled out an array of How To videos for their service. The recently launched Twitter Help Center now features a number of videos to answer questions such as “What is Retweet?” “What is Following?” “What is a Timeline?” and “How to Find People and Be Found“. Twitter has also set up a YouTube account for these videos.
Enrique Rubio Royo

week6 - 1 views

docs.google.com/View

complejidad Complexity caos SACs CAS georgesiemens aprendizaje evision sistema entorno

shared by Enrique Rubio Royo on 18 Mar 10 - Cached
  • The general principles of chaos, complexity, and emergence can be partly translated into social sciences.
  • importance of recognizing that no one individual is able to master a discipline
  • All knowledge is in the connections – how we’ve connected concepts and how we are connected to other people and sources of information. To know is to be connected.
  • ...13 more annotations...
  • our best opportunity to function in complex and chaotic environments is found in structures that adapt and respond to feedback. Change requires structures that also change. To this end, we turn to networks and ecologies as a model for:LearningKnowledge/epistemology (as both process and product)Managing complexity
  • Explaining emergence in its multiple forms in education: learner understanding, group formation, advancement of a discipline, etc.Designing educational systems that embody the society that learners will be expected to engage as members (ontology - learners becoming)
  • the irreducibility of learning to its individual parts, the recognition of dynamic interactions, the criticality of feedback in influencing adaptation, and openness are sufficient for our application to learning.
  • definition of complexity
  • “a set of diverse actors who dynamically interact with one another awash in a sea of feedbacks”
  • “What differentiates physical systems from social ones is that agents in social systems often alter their behaviour in response to anticipated outcomes”
  • An example I often use to distinguish complicated from complex: a puzzle and the weather
  • The autonomy of agents
  • Emergence
  • The interactions of multiple agents at a local level can create or contribute to significant system-level change
  • On a personal level, we could argue that our learning is the emergent phenomena of our own interactions with others and how we have engaged with and connected different concepts.
  • How do these concepts impact learning?
  • Ecologies and networks are reflective of chaos and complexity theories main tenets and provide a suitable replacement for the current classroom and hierarchical model of education.
Enrique Rubio Royo

Systems Thinking | Center for Ecoliteracy - 1 views

www.ecoliteracy.org/...systems-thinking

complejidad systemic intro brecha cambio sistemas SCAs focus interdependencia

shared by Enrique Rubio Royo on 30 Oct 11 - Cached
  • A systems approach helps young people understand the complexity of the world around them and encourages them to think in terms of relationships, connectedness, and context.
  • SHIFTS IN PERCEPTION
    • Enrique Rubio Royo
      Enrique Rubio Royo on 31 Oct 11
       
      Pensar de manera sitémica (brecha actual de la complejidad) requiere cambiar la manera mediante la cuál percibimos las cosas, las diferentes situaciones, el mundo. A su vez, dicho cambio en la manera de percibir las cosas que nos rodean, nos conducirá a enseñar de forms diferente, a organizar de manera distinta las instituciones y hasta la propia soociedad. Una mentalidad distinta, o mejor dicho una percepción distinta del mundo que te rodea. Dicha nueva percepción, procedente de un pensamiento sistémico, requiere diferentes desplazamientos, que a la postre nos conducirán a diferentes formas de enseñar, y a diferentes formas de organizar las instituciones y la sociedad.
  • Thinking systemically requires several shifts in perception
  • ...60 more annotations...
  • which lead in turn to different ways to teach, and to different ways to organize institutions and society
  • From parts to the whole
  • From objects to relationships
  • From objective knowledge to contextual knowledge
  • From quantity to quality
  • From structure to process
  • From contents to patterns
  • With any system, the whole is different from the sum of the individual parts
  • By shifting focus from the parts to the whole, we can better grasp the connections between the different elements.
  • within the context
  • the culture
  • Similarly, the nature and quality of what students learn is strongly affected by
  • the whole school
  • from single-subject curricula to integrated curricula.
  • the relationships between individual parts may be more important than the parts.
  • In systems
  • ecosystem
  • collection of species
  • interacting with each other
  • and their nonliving environment
  • the "objects" of study are networks of relationships
  • In the systems view
  • this perspective emphasizes relationship-based processes
  • from analytical thinking to contextual thinking
  • Shifting focus from the parts to the whole implies shifting
  • project-based learning
  • teachers to be
  • facilitators and fellow learners
  • alongside students, rather than experts dispensing knowledge.
  • Western science has often focused on things that can be measured and quantified.
  • It has sometimes been implied that
  • phenomena that can be measured and quantified are more important
  • and perhaps even that
  • what cannot be measured and quantified doesn't exist at all.
  • Some aspects of systems
  • however
  • cannot be measured.
  • the relationships
  • more comprehensive forms of assessment than standardized tests.
  • Living systems
  • develop and evolve
  • Understanding these systems requires
  • a shift in focus
  • from structure to processes
  • such as evolution, renewal, and change
  • how students solve a problem
  • ways in which they make decisions
  • Within systems
  • certain configurations of relationship appear again and again in patterns
  • such as cycles and feedback loops
  • Understanding how a pattern works in one natural or social system helps us to understand other systems that manifest the same pattern
  • For instance, understanding how flows of energy affect a natural ecosystem may illuminate how flows of information affect a social system.
  • One lesson that nature teaches is that everything in the world is connected to other things.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 31 Oct 11
       
      La naturaleza nos enseña que todo en el mundo está conectado a otras cosas. Un SISTEMA es un conjunto de elementos interrelacionados que constituyen un todo unificado. Cosas individuales, comop plantas, personas, escuelas, rios, o economías, son en si mismos sistemas y al mismo tiempo NO pueden ser completamente comprendidos separados de otros sistemas mas grandes en los que existen.
  • Systems thinking
    • Enrique Rubio Royo
      Enrique Rubio Royo on 31 Oct 11
       
      Un planteamiento orientado a sistemas (Pensamiento sistémico) nos ayudará acomprender la complejidad del mundo que nos rodea y nos ayudará a pensar en términos de relaciones, conectividad y contexto (cultura de la interdependencia). Pensamiento sistémico como parte esencial de la sostenibilidad. La brecha de la complejidad- necesidad de una nueva forma de pensar acerca del mundo que nos rodea, desde la complejidad, desde una perspectiva de sistemas, pensar en términos de 'relaciones', 'conectividad', y 'contexto'.
  • Individual things
  • is a set of interrelated elements that make a unified whole
  • system
  • are themselves systems and at the same time cannot be fully understood apart from the larger systems in which they exist
  • essential part
  • for sustainability
Enrique Rubio Royo

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

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

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

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

Harold Jarche » PKM - 0 views

www.jarche.com/pkm

harold_Jarche_tag_pkm maestria eaprendizaje evision ecompetencias genea

shared by Enrique Rubio Royo on 22 Mar 10 - Cached
  • PKM consists of practical methods for making sense of the increasing digital information flows around us
  • The term personal knowledge management (PKM) isn’t about management in a business sense but rather how we can manage to make sense of information and experience in our electronic surround. Personal – according to one’s abilities, interests & motivation (not directed by external forces). Knowledge – connecting information to experience (know what, know who, know how). Management
  • Hyperlinks subvert hierarchy, or, in other words, digital networks enable multiple connections, so organizational communications are no longer just vertical.
  • ...6 more annotations...
  • Tim Kastelle (a great source of knowledge on innovation) discusses how it’s better to have a good idea than a large network to fire off any old idea.
  • This is an important innovation lesson as well. We don’t need more ideas, we need better ideas.
  • Note: my blog is where I hammer out ideas, so you may be finding some of these posts a bit repetitive. Sorry about that
  • My working definition of personal knowledge management: PKM: a set of processes, individually constructed, to help each of us make sense of our world, work more effectively and contribute to society. PKM is [...]
  • What effective means have we found to aggregate, filter and share information? Is personal KM a good foundation for corporate KM, or are they competing efforts? What are the corporate benefits of individual KM [...]
  • “understand” is more descriptive of the human sense-making activities than “filter” is
Enrique Rubio Royo

Learning to know - 0 views

www.unesco.org/ltoknow.htm

shared by Enrique Rubio Royo on 15 Apr 12 - No Cached
  • Such specialization must not exclude general education
    • Enrique Rubio Royo
      Enrique Rubio Royo on 15 Apr 12
       
      Reduccionismo vs visión holística, no como posturas antagónicas, sino complementarias
    • Enrique Rubio Royo
      Enrique Rubio Royo on 15 Apr 12
       
      Multidisciplinariedad, no compartimentos estancos. Necesidad de aprender conceptos y 'cultura' de distintos dominios de conocimiento (neurociencia,inteligencia emocional,ecologia,antropologia,etc)
  • Learning to know implies learning how to learn
  • by developing one's concentration, memory skills and ability to think
  • ...5 more annotations...
  • From infancy, young people must learn how to concentrate
  • The development of memory skills is an excellent tool for countering the overpowering stream of instant information put out by the media.
  • Thinking
  • The process should encompass both practical problem-solving and abstract thought
  • The process of learning to think is a lifelong one and can be enhanced by every kind of human experience
Enrique Rubio Royo

19 Resources about Personal Learning Networks (PLNs) | Teacher Reboot Camp - 0 views

teacherbootcamp.edublogs.org/...ersonal-learning-networks-plns

recursos PLN REA social learning socialmedia videos presentaciones voicethread teaching howto eaprende

shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • I have researched the what, who, when, how, and why of Personal/Professional/Passionate Learning Networks (PLNs). We have seen the benefits of the people we choose to connect, collaborate, and problem solve with through social media.
  • A community raises a child! Yes, I do believe this, which is why I am passionate about PLNs.
  • Research about PLNs Below are 16 resources I have collected about the history of PLNs, how to build a PLN, and the tools needed to build a PLN.
Enrique Rubio Royo

Critical and Creative Thinking - Bloom's Taxonomy - 0 views

eduscapes.com/topic69.htm

criticalthinking education teaching bloom creativethinking creatividad eaprendiz

shared by Enrique Rubio Royo on 27 Jun 10 - Cached
  • What are critical thinking and creative thinking?   What's Bloom's taxonomy and how is it helpful in project planning?   How are the domains of learning reflected in technology-rich projects?
Enrique Rubio Royo

How to Use Microblogging in Workplace Learning | Upside Learning Blog #eAprendiz - 0 views

www.upsidelearning.com/...blogging-in-workplace-learning

twitter learning microblogging elearning eAprende aula2.0

shared by Enrique Rubio Royo on 19 Nov 10 - No Cached
  • a personal learning tool, Twitter
  • organizations may need tools which can be installed behind their firewalls
  • Organizations are using these tools for workplace learning and performance support.
  • ...7 more annotations...
  • 1. Broadcasting information
  • 2. Performance support
  • 3. Expert Guidance
  • 4. Live Discussion Forums
  • the learning community #lrnchat is one such example of a Twitter discussion forum.
  • 5. Knowledge Repository
  • 6. Back Channel
  • Enrique Rubio Royo on 19 Nov 10
     
    "Micro-blogging for learning"
Enrique Rubio Royo

Ramblings of a Professional Learning Community: How's Your PLN? - 0 views

msmslearningcommunity.blogspot.com/...hows-your-pln.html

PLM PLE elearner howto eaprende PLWE REA pln social_networking

shared by Enrique Rubio Royo on 23 Mar 10 - Cached
  • It would be great for educators to receive credit and recognition for the countless hours spent reading, listening, and implementing what other educators and experts have to say about Pedagogy, Technology, Science Education, and 21st Century Teaching.
  • So exactly what does my Personal Learning Network (PLN) look like? Here’s a sample of how I spend the first half hour of every morning learning before I go to work:Check my email.Check in with Twitter and Classroom 2.0 to see what people are saying, blogging, what websites are being referenced, or what webinars may be available later in the day.Visit interesting bookmarks shared through the Diigo groups I belong.I’ll check into Facebook to see what friends and relatives, some personal some professional, are up to this day.I’ll check my school and student email. (Students use a unique email to access me.)I’ll check my blog to see if I need to respond to anyone or perhaps I’ll add a new post.I’ll review the new posts of the many blogs I follow.Whatever new comes my way that day, I’ll click and check it out.All this before I even leave the house. Of course, I follow up at work when and where I am able. My expanded PLN is fairly new. I can’t imagine what this list will look like in a few months.If you're interested in developing your own PLN, check out this blog page by Lisa Nielsen, author of The Innovator Educator.
Enrique Rubio Royo

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

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

complexity complejidad eaprende evision non-linear-learning aprendizaje

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

ID and Other Reflections: My Learning Tools - 0 views

idreflections.blogspot.com/...my-learning-tools.html

tools pkm sahana elearner eaprende learning_tools

shared by Enrique Rubio Royo on 30 Mar 10 - Cached
  • I just finished reading Harold Jarche’s post: Seek, Sense, ShareIn the post, he talks about how seeking information, then applying our personal sense-making filters to it, and finally sharing it helps us to see the interconnections, patterns and the larger whole. This is why the process of “seek, sense, share” becomes so important in one’s personal learning and knowledge management. This set me thinking about how I manage my personal knowledge and from there it led to the tools I use to do in this networked world.
Enrique Rubio Royo

Essential Skills for 21st Century Survival: Part I: Pattern Recognition « eme... - 0 views

emergentbydesign.com/...val-part-i-pattern-recognition

pattern_recognition patrones skills pkm toma_decisiones

shared by Enrique Rubio Royo on 13 Apr 10 - Cached
  • The ability to spot existing or emerging patterns is one of the most (if not the most) critical skills in intelligent decision making, though we’re mostly unaware that we do it all the time
  • Combining past experience, intuition, and common sense, the ability to recognize patterns gives us the ability to predict what will happen next with some degree of accuracy. The better able we are to predict what will happen, the more intelligent we become. So, you might say that the purpose of intelligence is prediction.
  • Let’s look at an example
  • ...8 more annotations...
  • Imagine you’re driving home from work
  • Your brain is recognizing patterns in your environment.
  • In the same way that pattern recognition works in the driving example, it’s working every time your senses take in information.
  • your brain is comparing it to things you already know, and seeing how it fits. If it has a reference point, your brain files it away as a correlation or similarity or tangent; if it’s a novelty, your brain is challenged and will either construct a new model for understanding and processing this information, save it for later consideration, or simply reject and discard the information.
  • This next stage of the thinking process, of choosing how to integrate information and give it meaning, has been referred to as “sensemaking.
  • Knowing which information to integrate and which to disregard is a skill in and of itself
  • it is often easier to reject information we don’t immediately understand rather than going through the effort of creating a new mental model
  • the ability to anticipate and adapt to changing conditions in the environment are hallmarks of intelligent people and organizations.
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