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Enrique Rubio Royo

Less is more: A different approach to L&D in a world awash with information - 0 views

www.trainingzone.co.uk/...1382

shared by Enrique Rubio Royo on 07 May 10 - Cached
  • The message this sends for L&D is that our jobs as enablers of performance clearly need to change from being knowledge dispensers to becoming learning guides.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 07 May 10
       
      Impacto de la sobreabundancia de INFO y generación de K sobre nuestra profesión... necesidad de cambiar de ser dispensadores de K a guias del aprendizaje.
  • A new focus for training: Forget the ephemera and get down to core skills
    • Enrique Rubio Royo
      Enrique Rubio Royo on 07 May 10
       
      Nuevo 'focus' en la formación: 'olvidemos lo efímero y centrémonos en las habilidades clave' (vs modelo eCompetencias).
  • L&D needs to move from providing detailed task-based information to helping people develop a core set of useful generic skills that will provide them with the tools to find, analyse and make decisions to act at the point in time they need to act.
  • ...19 more annotations...
  • This is a very different world than one focused on producing modules, courses and curricula full of ephemeral information – detailed content that has a relatively short half-life and is unlikely to be remembered in any detail beyond a post-course assessment, even if to that point.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 07 May 10
       
      Este es un mundo muy diferente de aquel centrado en producir módulos, cursos y curricula de INFO efímera-contenidos detallados que tienen una relativa corta vida media y que es poco probable que lo recordemos con cierto detalle mas alla de la evaluación del curso.
  • remember Herman Ebbinghaus' findings from 1885 - 125 years ago - that on average we will forget about 50% of what we've 'learned' within 60 minutes if the information has no context and we don't have the opportunity to reinforce it through practice.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 07 May 10
       
      Recordemos aquello de que... 'olvidaremos alrededor del 50% de lo que hemos aprendido a los 60' si la INFO no está contextualizada y si no tenemos la oportunidad de reforzarlo con la práctica.
  • The core skills we need
  • So, what are the core skills we need to help people develop so they can operate in this ocean of information?
  • To be honest, I don't have a definitive list
  • a. Search and 'find' skills To find the right information when it's needed
  • b. Critical thinking skills To extract meaning and significance
  • c. Creative thinking skills To generate new ideas about, and ways of, using the information
  • d. Analytical skills
  • To visualise, articulate and solve complex problems and concepts, and make decisions that make sense based on the available information
  • e. Networking skills
  • To identify and build relationships with others who are potential sources of knowledge and expertise, within and outside the organisation
  • f. People skills
  • To build trust and productive relationships that are mutually beneficial for information sharing
  • g. Logic
  • To apply reason and argument to extract meaning and significance
  • h. A solid understanding of research methodology To validate data and the underlying assumptions on which information and knowledge is based
  • there will be other core context-focused skills that people need to learn
  • L&D will need to focus less on content and more on developing core capabilities and skills.
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

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.
Enrique Rubio Royo

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

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

criticalthinking critical_thinking pensamiento_critico competencias actividades

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

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
Enrique Rubio Royo

higher order thinking skills | Educational Software Blog - 0 views

blog.learningtoday.com/blog

skills thinking actividades activities eprofesor elearning

shared by Enrique Rubio Royo on 18 Mar 10 - Cached
  • Web-based instructional activities have an enormous potential to enhance and entice learning. Unfortunately integrating the internet into your curriculum in a way that has a positive impact on students' learning is often a difficult process. Below are some questions to ask yourself to help you get started.
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

Oak Harbor, Washington INFORMATION SKILLS - 0 views

www.fno.org/libskill.html

skills einfo ecompetencias evaluacion guia guide

shared by Enrique Rubio Royo on 22 Jun 10 - Cached
  • Enrique Rubio Royo on 22 Jun 10
     
    Habilidades de resolución de problemas, y/o toma de decisiones, en el ámbito de la RED.
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

School of One boosts individual learning - 0 views

www.eschoolnews.com/...one-boosts-individual-learning

eschool K12 K20 estilos aprendizaje experiencia

shared by Enrique Rubio Royo on 14 Oct 10 - No Cached
  • School of One
  • pioneer for a new method of education based on each student’s individual learning experience.
  • In traditional classrooms, teachers lead students through the curriculum at the same pace, and every student is expected to learn the same material at the same time. The School of One focuses on learning progression, but students might begin the same lesson at different points. State test results and other assessments identify which skills a student needs to develop, and those skills make up a student’s “playlist,” or individual learning plan.
  • ...3 more annotations...
  • School of One students receive a daily schedule based on their own academic strengths or needs. The schedules are tailored to each student’s ability and to the way that student learns best.
  • different learning stations
  • that let students learn with a teacher, with software, via online tutors, through group collaboration, or by working independently.
Enrique Rubio Royo

Yes! 50 Scientifically Proven Ways to Be Persuasive « alex.moskalyuk - 0 views

www.moskalyuk.com/...y-proven-ways-to-be-persuasive

persuasion psychology howto

shared by Enrique Rubio Royo on 19 Jun 10 - Cached
  • The authors take the position that persuasion is a science, not art, hence with the right approach anybody can become the master in the skill of persuasion
Enrique Rubio Royo

ASCD Inservice: The New Faces of Ed Reform - 0 views

ascd.typepad.com/...new-faces-of-ed-reform.html

formacion de formadores ascd eprofesor reforma educativa

shared by Enrique Rubio Royo on 21 Nov 10 - No Cached
  • we pulled 10 articles from our EL archives that discuss reforming education with teachers as leaders and partners in meaningful, lasting change:
  • How a school turned itself around, thanks to its on-site experts working together.
  • To upgrade teacher quality
  • ...9 more annotations...
  • They need to give teachers more control.
  • Talent Development, First Things First, and career academies
  • a richer understanding of teaching and learning.
  • distributed leadership.
  • system to ensure that teachers can perform at their best.
  • What school qualities contribute most to teacher growth
  • build the skills and knowledge of those responsible for student learning and seriously engage teachers and the community in setting goals and putting them into practice.
  • Our task was to help a room full of administrators understand the role teachers could play in driving change in schools."
  • Six conditions helped these urban districts launch—and sustain—strong learning communities.
Enrique Rubio Royo

A Transition Path to the Future - Social Media In Learning - 0 views

janeknight.typepad.com/...a-transition-path.html

shared by Enrique Rubio Royo on 06 May 10 - Cached
  • moving towards a more collaborative approach to learning and working in an organisation- and one which supports the big picture of "learning", rather than the tiny, 20% of learning, that takes place in classrooms or online courses.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 06 May 10
       
      Exactamente lo que estamos proponiendo para el eAprendiz (gestión de su PLM, como soporte de su ecosistema de desarrollo personal: PKM + REA + RCI + eportfolio + blog + RSs + BPC + ...), de trabajo y aprendizaje en RED.
  • Although many L&D professionals understand the reality of today's workplace and the need to take a more 21st century approach to "learning" than simply creating courses and workshops and using a command and control system to manage learners, what is stopping them is knowing HOW to move forward.
  • the transition path to a post-LMS future,
  • ...6 more annotations...
  • I'm not suggesting that in every case, you should junk your LMS completely
  • but you certainly need to take an honest look at whether it is delivering what you need in the workplace today.
  • A subsequent step in the Transition Path involves identifying a new 21st century collaboration platform that will underpin learning and working in your organisation. 
  • My Internet Time Alliance colleague, Harold Jarche, has written a follow up posting
  • further steps in the Transition Path
  • supporting and managing the transition process in terms of implementaton of the new system, and the new skills and mindset required.
Enrique Rubio Royo

Harold Jarche » Agility and Autonomy - 0 views

www.jarche.com/...agility-and-autonomy

shared by Enrique Rubio Royo on 06 May 10 - Cached
  • a significant portion of the workforce has not been able to develop the skills to learn for themselves.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 06 May 10
       
      Característica fundamental que sustenta nuestra propuesta de 'eAprendiz'.
  • The message from many workplaces continues to be that good employees wait for their supervisor to tell them what to do.
  • However, when we move away from a “design it first, then build it” mindset, we need to engage everyone in critical and systems thinking. Workers in agile workplaces must be passionate, adaptive, innovative, and collaborative. The way to begin is to become autonomous.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 06 May 10
       
      De nuevo características del 'eAprendiz'.
  • ...8 more annotations...
  • Developing practical methods, like PKM, is a start on the path to autonomy.
  • A major premise of PKM is that it is Personal and there are many ways to practice it. 
  • Social Learning
  • Social learning is how things get done in networks.
  • Agility is a necessity because we are dealing with increasing complexity.
  • Learner autonomy is a foundation for effective social learning within and without the enterprise and social learning is the lubricant for an agile organization.
  • principles of communicating, focusing on simplicity, releasing often and testing often
  • n order to develop the necessary emergent practices to deal with complexity you need to first cultivate diversity [autonomy of each learner] .
Enrique Rubio Royo

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

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

tic howto skills_basicas habilidades skills_blandas OCDE estrategia implantacion

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

Learning to do - 1 views

www.unesco.org/ltodo.htm

shared by Enrique Rubio Royo on 15 Apr 12 - No Cached
  • how do people learn to act appropriately in an uncertain situation, how do they become involved in shaping the future?
    • Enrique Rubio Royo
      Enrique Rubio Royo on 15 Apr 12
       
      Cómo actuar en situaciones complejas como las actuales, en las que la incertidumbre es característica común.
  • intensive application of information, knowledge and creativity
  • the new forms of personal competence are based on a body of theoretical and practical knowledge combined with personal dynamism and good problem-solving, decision-making, innovative and team skills
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