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Top 5 Ways to Use Augmented Reality in Education: Part 1 of 5 - Second Life [mobile lea... - 0 views

www.k12mobilelearning.com/?p=107%22 learning K12 aula2.0 secondlife reaty_augmented howto
shared by Enrique Rubio Royo on 01 Oct 10 - No Cached
  • Second Life offers students and teachers the opportunity to fully immerse themselves – well, their avatar – in a dynamic, virtual world. The teaching and learning opportunities within Second Life are limitless.
  • Hope you enjoyed the introduction!  Here are a host of other relevant links related to Second Life in education: Coming of Age in Second Life: An Anthropologist Explores the Virtually Human Advantages of 3D Learning Worlds Teen Second Life – Official Page If Second Life isn’t a game, what is it? Second Life provides real-world benefits Advantages of using Second Life instead of video conferencing Want to read more about the possibilities of augmented reality in education?  Check out other posts in our series “Top 5 Ways to Use Augmented Reality in Education:” Part 2: iPhone augmented reality apps in education Part 3: Xbox 360 Kinect in education Part 4: Tour de Classroom: GPS-Based Audio Tool, Toozla Part 5: Virtusphere in Education
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TISCAR :: Comunicación y Educación en la era digital » El papel de la Univers... - 0 views

tiscar.com/...uccion-de-su-identidad-digital tiscar universidad visibilidad IdentidadDigital cultura_digital vision
shared by Enrique Rubio Royo on 11 Dec 10 - No Cached
  • El papel de la Universidad en la construcción de su identidad digital
  • Cultura digital: participación, remediación y bricolaje
  • podríamos entender la cultura digital como una serie de valores, normas, prácticas y expectativas compartidas (y constantemente renegociadas) con respecto a la forma en que la gente (debería) actuar e interactuar dentro de la sociedad red contemporánea.
  • ...40 more annotations...
  • Mark Deuze (2006),
  • componentes principales de las prácticas en la cultura digital son la participación, la remediación y el bricolaje
  • capacidad que tienen las personas de intervenir como agentes activos en el proceso de creación de sentido y se relaciona directamente con la posibilidad de acceder a la publicación abierta, a la producción colaborativa multimedia y a la capacidad de actuar en los procesos abiertos de toma de decisiones
  • La participación
  • capacidad que tienen las personas para modificar, manipular y reinterpretar la realidad de modo que puedan generar nuevos sentidos fuera de las formas tradicionales.
  • La remediación
  • implica una actitud activa y reflexiva en la recomposición que las personas hacen de su visión particular de la realidad
  • El bricolaje
  • El concepto de bricolaje se relaciona con las prácticas y nociones de lo prestado, lo híbrido y la mezcla, por lo que se enfrenta al propio concepto de originalidad como emblema de calidad.
  • nos interesa partir de estos tres elementos para analizar en qué sentido estas características propias de la cultura digital se relacionan con la crisis de identidad de la Universidad y con sus posibilidades de reafirmación como institución de producción y divulgación del conocimiento en el siglo XXI.
  • Las universidades son espacios de construcción del conocimiento donde uno de sus valores fundamentales son las personas que intervienen en el proceso. Entre los colectivos implicados en la comunidad universitaria podemos distinguir a los internos
  • pero también a los externos con los que forman redes sociales en su actividad habitual.
  • la Universidad para configurar su identidad digital a partir de las identidades individuales de sus miembros
  • lo individual y lo colectivo
  • las “identidades colectivas”, heredadas del periodo precedente han sido desestabilizadas, desestructuradas y a veces destruidas
  • construir una identidad sostenible, auténtica y transparente a partir de la suma de las identidades individuales que la conforman como comunidad
  • Por tanto es fundamental que permita, abrace e incluso promueva la creación de vínculos sociales en el espacio digital.
  • tiene que
  • Open Access
  • construir una identidad individual propia a partir de la identidad distribuida de las personas que la componen
  • Esto también implica tomar una posición de liderazgo en la gestión de la incertidumbre y servir como punto de referencia a sus miembros, con planes de formación integrales en competencias digitales que engloben capacidades técnicas, cognitivas y sociales
  • haciendo de puente con la cultura digital
  • proyecto Digital Tattoo de la University of British Columbia
  • ejemplo
  • portal para explicar a la comunidad universitaria la importancia de la huella digital en Internet y ofrecer consejos para trabajar en red
  • El espacio está estructurado en cuatro áreas (proteger, conectar, aprender y trabajar) y trata temas como la seguridad en línea, la construcción de la identidad digital, el uso de software social para el aprendizaje y la gestión de técnicas para buscar un empleo
  • La Universidad es un espacio donde se trabaja principalmente con información y se generan nuevos sentidos a partir del pensamiento científico. Sus sistemas de validación y reproducción del saber han sido fuente de reputación durante siglos.
  • Sin embargo, los procesos científicos están siendo cuestionados en la actualidad, tanto en lo referente a sus actores como en la aplicación de sus métodos y en la forma de ser comunicados.
  • Esta revisión agrava además una crisis latente en los sistemas de autoridad clásicos
  • En este contexto
  • la Universidad se enfrenta al dilema de revisar sus sistemas de acceso y reputación al mismo tiempo que propone y practica nuevos sistemas más acordes con la cultura digital
  • la Universidad
  • repositorios abiertos de su propia producción científica y desafiando de esta forma el sistema de validación que ha sostenido tradicionalmente el saber científico: el circuito de la publicación académica.
  • Estos movimientos se enfrentan con uno de los principales escollos a superar para la libre circulación de ideas como es el sistema legal de la propiedad intelectual
  • Copyleft
  • Creative Commons
  • el valor comercial no parece sostenerse en la protección de los contenidos, lo cual obliga a la Universidad a cambiar su modelo de negocio para pasar de rentabilizar los productos a rentabilizar los procesos
  • royecto OpenCourseWare
  • n este caso concreto se ha demostrado que el valor está en la interacción que genera la Universidad, gracias al contexto de aprendizaje y relación social que se produce en su espacio
  • El bricolage digital necesita de espacios, herramientas y estructuras flexibles que permitan la reapropiación del conocimiento distribuido
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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
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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
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Critical Thinking On The Web - 0 views

austhink.com/critical criticalthinking resources einnova pensamiento_critico tools guidelines
shared by Enrique Rubio Royo on 22 Jun 10 - Cached
  • Enrique Rubio Royo on 22 Jun 10
     
    Directorio de recursos online
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40 People Who Changed the Internet | Hack Illusion - 0 views

www.earnmoneyfromblogs.co.cc/...ople-who-changed-internet.html internet people innovacion impacto cultura_digital
shared by Enrique Rubio Royo on 21 Jan 11 - No Cached
  • The world has become tightly connected since the internet.
  • The web has also transformed friendships through various social media
  • Having a great idea is one thing. Turning that idea into a booming company through innovation and execution is what that matters most.
  • ...2 more annotations...
  • Here, these are the people who have the biggest impact on the direction of the web
  • They changed the internet and revolutionized the way we lead our lives today. Just imagine the world without internet. You can’t because it has become our daily life.
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Twitter Professors: 18 People to Follow for a Real Time Education - 0 views

mashable.com/...twitter-professors twitter real_time_education howto eaprende eprofesor learning
shared by Enrique Rubio Royo on 25 Jun 10 - Cached
  • Never before in history has it been easier to glean from the knowledge of others who will give it away to you for free.
  • my professors of Twitter
  • Many of them don’t even know it and that’s the beauty. There is no course outline, no costly tuition (yet anyway), no declared major, and you can take as many electives as you want.
  • ...7 more annotations...
  • guidelines I keep in my head when designating my Twitter Professors:
  • RT really smart stuff from the people they follow
  • not just links
  • Inspire me to engage in conversation
  • Write really great articles/blog posts on subjects I want to learn about or point to interesting articles I would never have read otherwise.
  • Expand my world experience
  • Below are 18 people I follow for a real time education
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Internacionalización y acreditación regional en Iberoamérica « E-Universidades - 0 views

dominosconsultora.wordpress.com/...internacionalizacion acreditación noticia universia iberoamerica evaluacion
shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • Uno de los temas que ocupa más espacio en la agenda universitaria en la actualidad es el de la movilidad y la internacionalización de la educación superior, en particular la universitaria
  • encuentro de rectores
  • necesidad de intensificar las relaciones entre las universidades de la región, de manera de compartir experiencias comunes y aprovechar sinergias que resulten mutuamente beneficiosas para todas las instituciones y consolidar, en un plazo de 10 años, un espacio iberoamericano del conocimiento.
  • ...1 more annotation...
  • a evaluación y acreditación de la calidad son valoradas como un factor necesario para avanzar en el camino de la internacionalización y la consolidación de una red de universidades en la región.
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Informe Mundial sobre las Ciencias Sociales | Organización de las Naciones Un... - 0 views

www.unesco.org/...world-social-science-report unesco informe ciencias_sociales sociedadRED brechas 2010
shared by Enrique Rubio Royo on 26 Jun 10 - No Cached
  • “Las brechas del conocimiento”
  • los esfuerzos realizados en el campo de las ciencias sociales, al tender a concentrarse demasiado en los países industrializados de cultura anglosajona, no dan todos los resultados que cabría esperar. De esta manera, se está desperdiciando la oportunidad de explorar perspectivas y paradigmas arraigados en otras culturas y lenguas”
  • El Informe destaca que las ciencias sociales son más necesarias que nunca para tratar con eficacia los problemas más graves con que tropieza la humanidad
  • ...2 more annotations...
  • El Informe tiene un triple aspecto: descriptivo, con una presentación de hechos y estadísticas sobre la producción de las ciencias sociales y su difusión en el mundo; orientado a la solución de problemas, con un examen de la aplicación de las ciencias sociales a la problemática de la sociedad contemporánea; y reflexivo, con ensayos en los que se discurre sobre perspectivas generales y temas de interés regional.
  • Los 10 capítulos del Informe abarcan, entre otros, los temas siguientes: ciencias sociales y cambios mundiales; panorama de las ciencias sociales en las distintas regiones del mundo; capacidades en materia de investigación y fuga de cerebros; internacionalización; competición en la sociedad del conocimiento; y elaboración de políticas.
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19 Resources about Personal Learning Networks (PLNs) | Teacher Reboot Camp - 0 views

teacherbootcamp.edublogs.org/...ersonal-learning-networks-plns recursos PLN REA social learning socialmedia videos presentaciones voicethread teaching howto eaprende
shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • I have researched the what, who, when, how, and why of Personal/Professional/Passionate Learning Networks (PLNs). We have seen the benefits of the people we choose to connect, collaborate, and problem solve with through social media.
  • A community raises a child! Yes, I do believe this, which is why I am passionate about PLNs.
  • Research about PLNs Below are 16 resources I have collected about the history of PLNs, how to build a PLN, and the tools needed to build a PLN.
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100 Inspiring Ways to Use Social Media In the Classroom | Online Universities - 0 views

www.onlineuniversities.com/...-social-media-in-the-classroom socialmedia recursos docencia ideas teaching aula2.0 twitter
shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • Social media may have started out as a fun way to connect with friends, but it has evolved to become a powerful tool for education and business. Sites such as Facebook and Twitter and tools such as Skype are connecting students to learning opportunities in new and exciting ways. Whether you teach an elementary class, a traditional college class, or at an online university, you will find inspirational ways to incorporate social media in your classroom with this list.
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20 Social Networks for Lifelong Learners - 0 views

www.missiontolearn.com/...elong-learning-social-networks socialnetworks educacion tools learncentral
shared by Enrique Rubio Royo on 26 Jun 10 - Cached
  • When most people think of social networks, they think of Facebook, MySpace, LinkedIn, or similar sites, but there are many other types of social networks popping up on the web. Some of the fastest growing networks are designed specifically for education. These sites allow people to learn in a social context through discussion, file sharing, and collaboration. Here are 20 social learning networks to visit in your spare time.
  • LearnCentral
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Do You Prefer Copyright or the Right to Talk in Private? | TorrentFreak - 0 views

torrentfreak.com/ight-to-talk-in-private-110121 copyright privacidad copyleft cultura_digital industria
shared by Enrique Rubio Royo on 21 Jan 11 - No Cached
  • shared culture, free knowledge, and fundamental privacy.
  • connect the dots between the right to fundamental liberty of privacy and the right to share culture.
  • Today’s level of copyright can’t coexist with the right to communicate in private.
  • ...6 more annotations...
  • If I’m sending an e-mail to you,
  • The only way to detect this, in order to enforce today’s level of copyright, is to eliminate the right to private correspondence.
  • We, as a society, can say that copyright is the most important thing we have, and give up the right to talk in private. Either that, or we say that the right to private correspondence has greater value, in which case such correspondence can be used to transfer copyrighted works.
  • Once you accept that copyright must be scaled back, a whole palette of advantages to that scenario become apparent.
  • What surprised me recently was the level of understanding of this within the copyright industry, and how they persistently try to eradicate the right to private correspondence in order to safeguard current disputed levels of copyright.
  • It became clear that the copyright industry is actively driving a Big Brother society, as it understands that this path would be the only way to save copyright.
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La 'ley Sinde' como síntoma · ELPAÍS.com - 0 views

www.elpais.com/...Tes sinde ramoneda elpais cambio modelo internet sostenibilidad wikileaks regulacion reconversion
shared by Enrique Rubio Royo on 28 Dec 10 - No Cached
  • Internet, en particular, y las tecnologías de la información, en general, suponen un gran cambio en el modelo económico y su regulación no se puede despachar con prisas y a golpe de presiones sino que requiere un debate social serio
  • Internet es la expresión de una nueva mutación del capitalismo, y es evidente que necesita regulación, no sólo para proteger derechos de propiedad intelectual sino también para defendernos de los abusos del poder político y del dinero.
  • nuevo modo de producción y distribución
  • ...8 more annotations...
  • Durante la fase anterior del capitalismo, la industria cultural ha funcionado a partir del esquema siguiente: un autor vende los derechos de su obra a un productor que después la venda a un distribuidor y este al consumidor, formándose en este proceso el precio del producto, del que las distintas partes se benefician. En la economía de la contribución este esquema está periclitado
  • reconversión de las industrias culturales
  • reformas legales
  • cambio de modelo
  • convirtiendo, en la práctica, el cierre de una web en una decisión administrativa
  • los actores de la Red no están acostumbrados a las imposiciones
  • ubicuidad
  • La regulación de la Red no puede ser un debate tan simple como el que algunos plantean: propiedad intelectual sí, propiedad no. Esta es la postura de los defensores del statu quo vigente, por un lado, y de los ilusos libertarios, por otro. Regular la Red, sin estropear lo mucho de bueno que tiene, es más complicado
  • Enrique Rubio Royo on 28 Dec 10
     
    Excelente y ecuánime artículo de J. Ramoneda sobre la reconversión de las industrias culturales, por una parte, y las reformas legales a plantear en relación a la regulación de Internet... 'no sólo para proteger derechos de propiedad intelectual sino también para defendernos de los abusos del poder político y del dinero'.
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Critical and Creative Thinking - Bloom's Taxonomy - 0 views

eduscapes.com/topic69.htm criticalthinking education teaching bloom creativethinking creatividad eaprendiz
shared by Enrique Rubio Royo on 27 Jun 10 - Cached
  • What are critical thinking and creative thinking?   What's Bloom's taxonomy and how is it helpful in project planning?   How are the domains of learning reflected in technology-rich projects?
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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.
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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.
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The PLN Staff Lounge: Ten Twitter Turn-Off's To Avoid When Building Your Teacher PLN - 0 views

the-pln-staff-lounge.blogspot.com/...ings-that-make-me-go-hmmm.html tools twitter pln REA red_externa_aprendizaje RPA red_personal_aprendizaje eaprende howto
shared by Enrique Rubio Royo on 25 Mar 10 - Cached
  • I've decided to post a semi-serious "Cliff Notes" version of advice for Twitter newbies, for the benefit of people new to Twitter who are too busy to read around how to use it to build a PLN (personal learning network) in depth.
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Free Technology for Teachers: Develop a PLN - 0 views

www.freetech4teachers.com/...develop-pln.html technology teachers tools free twitter REA red_externa_aprendizaje eaprende red_personal_aprendizaje pln RPA howto
shared by Enrique Rubio Royo on 25 Mar 10 - No Cached
  • Here are some resources to help you develop your online personal, professional learning network.
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Free Technology for Teachers: Google Tools Tutorials - 0 views

www.freetech4teachers.com/...google-tools-tutorials.html google tools tutorials teachers eMedia einfo eaprende
shared by Enrique Rubio Royo on 25 Mar 10 - Cached
  • This page contains tutorials for using Google tools. The tutorials that I've created you are welcome to use in your own blog, website, or professional development session. Before using the tutorials created by others, please contact the creator.
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