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Enrique Rubio Royo

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

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

PLN twitter howto wiki google_reader eaprende eaprendiz learning_elearning

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

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

Social Networking: A Platform for Training New Managers Online? by Bill Brandon : Learn... - 0 views

www.learningsolutionsmag.com/...pageall

informal learning socialnetworking aprendizaje_en_red training howto formacion_formadores

shared by Enrique Rubio Royo on 16 Oct 10 - No Cached
  • Why consider a social network for manager training?
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      también puede preguntarse...¿por qué considerar una red social para formación de formadores?, ¿no?
  • These are the workers who will be your new supervisors and managers
  • workers in their 20s and 30s expect to be able to use the latest IT applications in their workplace. They are used to social networking online, and to online learning, often preferring these to classroom instruction
  • ...27 more annotations...
  • In addition, this also will encourage open communication between companies, employers, HR departments, owners, and managers.” 
  • Without appropriate technology tools and resources available in their work environment, they may look for help from non-work related services such as Facebook.com. Integrating social media into the development environment eliminates this potential challenge and at the same time increases the potential for success of the development effort and of the new managers. 
  • Can social networking provide a practical way to help prepare new managers for their duties? Considering the rapid growth of social networking adoption among younger workers, this is a question well worth asking
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      Frente a la formación tradicional en las ORGs (planteamiento de formación en aula exclusivamente), se propone el Aprendizaje informal online.
  • Creating a curriculum for training new managers and supervisors is a common task that falls to instructional designers
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      A lo largo de todo el artículo, estableceremos la aplicación de lo que se dice tanto a 'managers' (artículo en si mismo, y que es también nuestro interés en ORG 2.0) como a formadores, profesores (que es nuestro interés en Aula 2.0)
  • The typical approach for many decades has consisted of a combination of classroom events, each lasting from one to five days (or more). This default design has many problems, including travel expense and time away from the job for the managers. Not infrequently, there are severe mismatches between what is taught and the actual practices supported by the organization’s culture.
  • There is an increasing number of companies and online service providers who are convinced that social networking can help overcome at least some of the issues common to the classroom-only approach
    • Enrique Rubio Royo
      Enrique Rubio Royo on 16 Oct 10
       
      Frente a los problemas y dificultades asociados al planteamiento tradicional de 'solo Aula', estamos convencidos de la bondad de la interacción social online. Combinando formación formal de Aula y referencias online y apoyo al rendimiento, junto con 'coaching', 'mentoring' y aprendizaje informal online a través de redes sociales (social networking), un joven profesor o directivo puede alcanzar una sólida formación teórica, ayuda 'justín´time', y adecuadas aplicaciones.
  • By combining formal classroom instruction and online reference and performance support with online coaching, mentoring, and informal learning through social networking, a new manager can gain a solid theory foundation, just-in-time help, and culturally correct application pointers.
  • Informal learning, as an object of attention by researchers, is not a new topic. However, it only appeared on the radar screens of instructional designers less than ten years ago. The emergence of online social media has led to the notion of somehow tapping into the potential of this channel, that carries so much of the real learning that goes on in organizations.
  • In our current age, we have plenty of channels in which informal learning can take place: everything from microblogs (Twitter), to communities (LinkedIn Groups, discussion forums), to user-created content (wikis, Weblogs, YouTube), to social bookmarking (Delicious), and surely more to come.
  • But we also have plenty of examples of attempts at use of these channels in which the attempts failed. The virtual landscape is littered with the remains of abandoned wikis, content-less and comment-less Weblogs, and LinkedIn Groups where the spam has driven out the discussion and all but eliminated any possibility of learning.
  • Existing informal learning groups online include a surprising variety of formats
  • Jay Cross’ Internet Time Community,
  • Participants in the Twitter #lrnchat sessions also comprise an ongoing informal learning group
  • if informal learning is going to take place online, it must be self-sustaining
  • Focus
  • Focus
  • Dialogue
  • here are the factors that seem to drive participation and commitment by members.
  • What makes informal learning online work?
  • Focus
  • Payoff
  • Leadership
  • Membership
  • Process
  • If a group lacks focus, or focus is too narrow, if the group’s process is too complicated, if there are not enough members, and if there are no rewards for participation, the group will fail. Informal groups are a lot of work to establish and maintain, and the work falls equally on all members.
  • Setting up a social network for manager training
  • The first task is to establish a design for the social interaction. This must come before technology selection, so that the limitations of the technology do not drive or constrain the interaction.
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

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

Harold Jarche » Social Media and Learning: Implications - 0 views

www.jarche.com/...edia-and-learning-implications

harold_Jarche workshop_design community_manager questions reflexion sintesis

shared by Enrique Rubio Royo on 19 Sep 10 - Cached
  • ‘Reject the myth that we learn from experience and accept the reality that we learn by reflecting on experience.’ My experiences in this experiment underscored for me how important it is to reflect “out loud” – if not by engaging online, by taking some of what you’re thinking about and talking about it with others.
  • questions are good
  • “open ended”
  • ...2 more annotations...
  • “Does it end?”
  • So what did I learn or what was reinforced? A loose-knit online learning community can scale to many participants and remain effective. Only a small percentage ~10% of members will be active. Wikis need to be extremely focused on real tasks/projects in order to be adopted. If facilitators can seed good questions and provide feedback, then conversations can flourish. Use a very gentle hand in controlling the learners and some will become highly participative. Design for after the course, using tools like social bookmarks, so that artifacts can be used for reference or performance support. Create the role of “synthesizer”. I found it quite helpful when Tony and Michele summarized the previous week’s activities. Keep the structure loose enough so that it can grow or change according to the needs of the community
Enrique Rubio Royo

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

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

tools teachers howto blogs wikis websites diseño instruccional eprofesor blended_learning

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

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

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

Aprendizaje 2.0: Diseña tu propio PLE - 0 views

aprendizaje20.blogspot.com/...disena-tu-propio-ple.html

PLN plwe eaprende diseño actividades elearner eaprendiz eactividades

shared by Enrique Rubio Royo on 23 May 10 - Cached
  • Sue Waters, editora de The Edublogger, comparte desde su wiki un interesante manual para iniciarse en la construcción de un Entorno Personal de Aprendizaje. Este manual, especialmente la parte referente a las herramientas, se desarrolló a partir de las respuestas de 160 personas al siguiente cuestionario:¿Qué es lo mas importante que has aprendido de tu PLE?Clasifica las herramientas de tu PLE según su importancia¿Qué cinco herramientas recomendarías como punto de partida para construir un PLE?¿Que cinco consejos darías a la gente que quiera comenzar a desarrollar su PLE
Enrique Rubio Royo

EDUTEKA - Educación del carácter en la era digital - 1 views

www.eduteka.org/OhlerCaracter.php

educación eaprendiz valores eprofesor riesgos internet sXXI

shared by Enrique Rubio Royo on 09 May 11 - No Cached
  • ¿Debemos enseñar a nuestros jóvenes a vivir dos vidas o una?
  • Nuestra trayectoria tecnológica actual promete innovaciones inimaginables; con características de montaña rusa, sin sistema de frenado. Aunque la trayectoria es emocionante, es tal la velocidad del movimiento que generalmente carecemos del tiempo para pensar en las consecuencias indeseables que pueden acompañarla.
  • enseñar a nuestros niños a navegar de forma consciente y reflexiva por el presente digital que cambia aceleradamente
  • ...115 more annotations...
  • reto que afrontamos
  • ¿Debemos educar nuestros niños como si tuvieran dos vidas o una?
  • pregunta respecto a la enseñanza a nuestros niños de la era digital:
  • La perspectiva de las “dos vidas”
  • la perspectiva de “una sola vida”
  • implica que
  • la tecnología digital
  • es muy costosa, problemática o distractora para usarse efectiva y responsablemente en la escuela
  • También implica que
  • temas que conciernen a los efectos personales, sociales y medioambientales de un estilo de vida tecnológico no tienen importancia dentro del currículo escolar,
  • y que
  • los niños tendrán que ideárselas para manejar temas de ciberseguridad, responsabilidad tecnológica y ciudadanía digital, sin la ayuda de los docentes y del sistema educativo
  • lo contrario,
  • es nuestro trabajo como educadores ayudar a los estudiantes a vivir una sola vida e integrada, invitándolos no solo a usar sus TIC en la escuela, sino a hablar de ellas, en el contexto más amplio de la comunidad y la sociedad
  • precisamente
  • Si queremos lograr un futuro
  • no solo en términos de abundancia sino también en términos de humanidad
  • establecer un balance entre el empoderamiento individual que produce el uso de las TIC con un sentido de responsabilidad personal, comunitaria y global
  • escuela
  • buenos ciudadanos digitales que usan las TIC no solo de manera efectiva y creativa, sino responsable y con criterio informado
  • El futuro estará lleno de cambio exponencial
    • Enrique Rubio Royo
      Enrique Rubio Royo on 10 May 11
       
      La Edad de la CONECTIVIDAD... marcada por la hiperconectividad, hiperdistribucion, hiperinteligencia, hiperempoderamiento y el correspondiente, y mencionado, cambio 'exponencial' permanente. Todo ello requiere ADECUACIÓN permanente (INNOVACIÓN permanente) mediante la asimilación de la INFORMACIÓN pertinente, de calidad y fiable requerida en cada instante (APRENDIZAJE permanente), que nos proporcione el CONOCIMIENTO adecuado como respuesta o toma de decisión 'en cada instante'.
  • el “humano ancestral” en cada uno de nosotros
  • Pero lo que sí no ha cambiado, es lo que Dertouzos (2001) llama
  • esfuerzo
  • en usar cualquier tipo de herramienta a nuestra disposición, para expandir nuestra comunicación con otras personas
  • deseo humano básico
  • que se remonta a nuestros primeros antepasados
  • El vínculo que nos une con nuestros ancestros
  • estar en comunidad
  • buscan todo lo que la comunidad hace posible: supervivencia, comunicación efectiva, estabilidad cultural, educación con propósito para nuestros niños y expresión de la creatividad
  • desarrollo de unos pactos o acuerdos de ciudadanía
  • Pero hoy
  • Necesita construirse sobre una noción expandida de comportamiento que trascienda lo físico y acoja lo virtual
  • Necesita acoger muchas culturas, zonas horarias y comunidades en línea
  • nueva ciudadanía
  • Necesitamos no solamente ayudar a los estudiantes a usar esas herramientas de manera inteligente y productiva, sino a ubicarlas en el contexto más amplio de construir comunidad, comportarse responsablemente e imaginar un futuro saludable y productivo, tanto a nivel local como global
  • No podremos hacer lo anterior si eliminamos las TIC de su vida escolar.
  • En la actualidad
  • las Instituciones Educativas (IE) reaccionan a comportamientos digitales como el ciberacoso o la falta de respeto a los derechos de autor, de las dos maneras siguientes
  • programas de formación del carácter
  • Ambos enfoques
  • tercer enfoque
  • comprometernos proactiva y enérgicamente, con
  • Estos programas ubicarán las actividades digitales dentro del contexto de comunidad en lugar de trasladarlos a la esfera de la vida privada de nuestros estudiantes.
  • se nos agotó el tiempo para vacilar
  • preocupación por los valores y la educación del carácter
  • La educación del carácter
  • ha estado con nosotros de manera formal o informal, durante milenios
  • estaba bien que los docente dijeran a sus estudiantes que era lo “correcto de hacer”
  • Luego
  • período de relativismo moral y de clarificación de valores
  • ausencia de valores definidos por la comunidad y ampliamente aplicados
  • Ahora que nuestras tecnologías digitales (TIC), altamente disruptivas, prometen retar permanentemente nuestro sentido de estabilidad y de comunidad
  • Debido a la libertad extrema, el anonimato y la generalización que caracterizan al ciberespacio, la
  • se han acelerado considerablemente. 
  • educación del carácter “digital” de los estudiantes
  • estándares de comportamiento virtual
  • Las Instituciones Educativas (IE) ya empezaron, de manera no oficial, a atender la
  • que, aunque son importantes, no son de ninguna manera suficientes.
  • Necesitamos crear programas formales de ciudadanía digital
  • la educación del carácter en la era digital.
  • que encaren a profundidad y de manera directa y comprehensiva,
  • necesidades de la generación digital
  • Además de reemplazar la enseñanza basada en enfoques centrados en las asignaturas y en los exámenes o pruebas, por otros en los que se enseñe en base a proyectos, a indagación y de manera colaborativa, la junta está comprometida en crear un programa de educación del carácter para ciudadanos digitales.
  • en educación del carácter
  • programas
  • deben basarse en valores generados por la comunidad
  • que resulten de reuniones públicas, en las que los miembros de la comunidad discuten y debaten los valores que para ellos son más importantes
  • los valores deban adaptarse a las nuevas realidades del campo digital
  • Las Instituciones Educativas, explícitamente invitan a los estudiantes a participar
  • por tres razones
  • los estudiantes conocen mucho más que los adultos, las oportunidades y peligros
  • oportunidad de dialogar sobre un mundo en el cual los dos grupos rara vez confluyen
  • los estudiantes, se comprometerán más a respetar valores que ellos mismos desarrollan que a los que les impongan otros
  • comprobar si el ministerio, secretaría o ente encargado de la educación ya adoptó lineamientos acerca de estos valores
  • fundamentos para la discusión
  • adaptabilidad, compasión, meditación, coraje, honestidad, iniciativa, lealtad, optimismo, perseverancia, respeto, responsabilidad, y confiabilidad (digno de confianza
  • coraje, lealtad, justicia, respeto, esperanza, honestidad, y amor
  • Estos valores
  • necesitan refinarse para poderse aplicar a cabalidad en el mundo del ciberespacio
  • Por ejemplo
  • Algunos valores tradicionales pueden requerir mayor énfasis en la era digital
  • Empatía
  • Tenemos pues que hacer mayor esfuerzo, usando diferentes habilidades, para imaginar lo que otras personas sienten y perciben
  • programa para la educación del carácter en la era digital
  • marcos de referencia de valores
  • debate público de esos marcos de referencia
  • modificarlos para que sean relevantes para proceder en cualquier circunstancia, real o virtual, digital o análoga, local o global; e incluirlos en el currículo escolar
  • ver Recursos para la Educación del Carácter Digital
  • que ellos vean las TIC, en su mayoría invisibles, y las evalúen, en términos de sus oportunidades y responsabilidades
  • ayudarlos no solo a usar las TIC, sino a cuestionarlas
  • impactos personales, sociales y ambientales, de cada una de las Tecnologías y aplicaciones de los medios de comunicación que usan en
  • Expandir el papel de las TIC
  • como área de estudio e indagación
  • en contracorriente de dos décadas de planeación de la educación en TIC,  centrada simplemente, en integrarlas dentro de los currículos y la enseñanza
  • si queremos que nuestros estudiantes no solo sean competentes en el uso de las TIC, sino buenos vecinos, votantes informados y ciudadanos comprometidos
  • temas que debe atender un currículo comprensivo de ciudadanía digital
  • Balance
  • Seguridad
  • Ciberacoso
  • Sexting
  • Derechos de autor y plagio
  • oportunidades
  • responsabilidades
  • empoderamiento
  • cautela
  • satisfacción persona
  • teléfono celular
  • principios éticos de integridad personal, compasión y comportamiento responsable
  • reflexionar sobre lo ético y legal del uso de materiales en línea sin autorización
  • bienestar comunitario y globa
  • privacidad
  • reconocer las comunicaciones y sitios en línea inapropiados
  • Wiki Ciudadanía Digital,
  • cada individuo debía descifrar qué era lo correcto para él o ella
Enrique Rubio Royo

Sensemaking artifacts « Connectivism - 1 views

www.connectivism.ca/?p=336

shared by Enrique Rubio Royo on 13 Apr 12 - No Cached
  • complex information settings
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      Sobreabundancia de Información fragmentada (social media) e hiperinterconectada e hiperdistribuida.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      Dicha fragmentación de la información requiere que se entrelazen elementos en algún tipo de marco coherente, como p.e. un blog,youtube,twitter, sitios online de información,wikis,khan academy,TEDtalks, marcos tradicionales de coherencia (libro, escuela,universidad,etc)
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      Coherence is an orientation about the meaning and value of information elements based on how they are connected, structured, and related, Antonovsky 1993
  • 2. They are a sensegiving tool.
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      1.- Artefactos 2.- Narrativas Narrativas de 'sensegiving', de expresión de coherencia: Language games Storytelling Debate, dialogue Descriptions Clarification Metaphors Analogies Examples Resonance
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      Language/externalization reduces the "occult character" of mental images. Wittgenstein. Language gives birth to thought. Vygotsky.
  • sensemaking artifacts
    • Enrique Rubio Royo
      Enrique Rubio Royo on 13 Apr 12
       
      ¿Qué es 'sensemaking'?... An effort " to create order and make retrospective sense of what occurs". Weick 1993 "a motivated, continuous effort to underst and connections ....in order to anticipate their trajectories and act effectively" , Klein et al.2006
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