This page is where you can find resources related to my presentations about creating effective blogs and websites to complement instruction.
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shared by Enrique Rubio Royo on 25 Mar 10
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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
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shared by Enrique Rubio Royo on 25 Mar 10
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Free Technology for Teachers: Video Creation Resources - 0 views
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freetech4teachers video creacion tools teachers howto diseño instruccional eMedia eprofesor eprofesional
shared by Enrique Rubio Royo on 25 Mar 10
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This page is designed to introduce and show you how to use various free video creation resources.
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A "Complex" Theory of Consciousness: Scientific American - 0 views
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Think of Φ as the synergy of the system
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sinergia. (Del gr. συνεργία, cooperación). 1. f. Acción de dos o más causas cuyo efecto es superior a la suma de los efectos individuales. 2. f. Biol. Concurso activo y concertado de varios órganos para realizar una función.
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The more integrated the system is, the more synergy it has, the more conscious it is.
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To be conscious, then, you need to be a single, integrated entity with a large repertoire of highly differentiated states
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Para ser conscientes, pues, necesitamos ser una entidad única, integrada, con un gran repertorio de estados altamente diferenciados. Mi ordenador con una gran memoria en disco (megas o terabytes), muestra INFO no integrada. P.e. mis fotografias familiares, no están enlazadas unas con otras. El ordenador no sabe que la persona presente en unas fotos es mi esposa en distintas èpocas de su vida. Par el ordenador, toda la INFO carece de significado, se trata simplemente de un amplio y aleatorio tapíz de ceros y unos.
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I derive meaning from these images because my memories are heavily cross-linked.
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Por nuestra parte, extraemos significado de dichas imágenes debido a que nuestras memorias están hiperconetadas, de tal modo que cuanto mas interconectada, mas significativas se convierten.
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Indeed, Tononi’s IIT postulates that
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La teoría TII postula que 'la cantidad de información integrada que una entidad posee se corresponde con su nivel de conciencia'. Estas ideas pueden ser expresadas en un lenguaje matemático usando nociones de la teoría de la información, tales como la Entropía. Dado un cerebro particular, con sus neuronas y axones, dendritas y sinapsis, podemos, en principio, calcular con seguridad la extensión a la cuál su cerebro esta integrado. A partir de dichos cálculos,la teoría deduce un número 'fi', que denota el tamaño del repertorio consciente asociado con cualquier toda red de partes causalmente interactuantes. Pensemos en 'fi' como la sinergia del sistema. Cuanto mas integrado sea el sistema, mayor sinergia posee, mas consciente es.
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shared by Enrique Rubio Royo on 25 Mar 10
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Teacher Training Videos created by Russell Stannard - 0 views
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web2.0 howto resources tools eprofesor teachers eMedia videos training
shared by Enrique Rubio Royo on 25 Mar 10
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Teacher Training Videos for all teachers
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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
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The Cynefin Framework and (the Complexity of) Classroom Instruction | andrew j. cerniglia - 0 views
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I’ve identified several variables that must be considered by a teacher as they teach
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0.- ¿Qué sabe el estudiante (k's previos)? 1.- ¿Qué se debe enseñar? 2.- ¿Qué ha aprendido el estudiante? 3.- ¿Qué se debe enseñar en el futuro? 4.- ¿Qué capacidades individuales tienen los estudiantes respecto al contenido? 5.- ¿Qué capacidades individuales / preferencias de los estudiantes en relación con las estrategias de enseñanza (diseño instruccional)? 6.- ¿Situación / relación entre el contenido y las estrategias posibles ( qué "encaja" mejor)?
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What happens beyond the classroom walls
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Factores externos al Aula...¿de qué manera afectan a cada estudiante?. De todo ello puede concluirse que la docencia puede clasificarse como un proceso complejo, según el modelo cynefin (para lo que nos viene bien el esquema sintético del mismo que aquí se ofrece).
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If we review the traits of “Complex” systems, it is clear that often times there is “no right answer” in terms of instructional choices, that classrooms are “systems in constant flux”, and that the “ability to understand” (from the teacher’s perspective) comes after class has been dismissed.
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Si revisamos las características de los sistemas "complejos", está claro que muchas veces no existe una "respuesta correcta" en términos de estrategias instruccionales, que las aulas son "sistemas en constante cambio", y que la "capacidad de comprender" (desde la perspectiva del profesor) se produce (en el mejor de los casos) una vez ha finalizado el curso.
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The ability to work within this complex system (the classroom) is typically part of the teacher observation process
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La capacidad de trabajar dentro de este sistema complejo (el aula y/o entorno online-Internet) es típicamente parte del proceso de observación del profesor. Ojo... notar que deberíamos incluir al profesor como parte del sistema complejo
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emergence / identification of patterns
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Is there a need, then, to construct a formalized framework / structure for “probing” and “sensing (for emergent patterns)” specific to the classroom?
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¿Es necesario, entonces, la construcción de un marco / estructura formal para " 'probar' y 'sondear' (patrones emergentes) específica para el aula? ¿Es esto algo que los profesores necesitan saber cómo hacerlo?, ¿la familiaridad con los principios del modelo Cynefin conducirían a una enseñanza más eficaz mediante respuestas adecuadas a las diferentes categorías de complejidad manifiesta dentro de ese entorno?
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Is this something teachers need to know how to do?
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Would familiarity with the tenets of the Cynefin framework lead to more effective instruction through appropriate responses to the different categories of complexity manifest within that setting?
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classrooms should be classified as “complex” with the Cynefin Framework
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Las aulas (proceso de docencia y aprendizaje en general) debería clasificarse como un proceso o problema complejo, desde la perspectiva del modelo cynefin
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Nerve cells key to making sense of our senses - 0 views
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represents the first direct evidence of how the brain combines multiple sources of sensory information to form as accurate a perception as possible of its environment, the researchers report
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El estudio representa la primera evidencia directa de cómo el cerebro combina múltiples fuentes de información sensorial para formar una percepción lo más exacta posible de su entorno, informan los investigadores.
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The brain is constantly confronted with changing and conflicting sensory input
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For example
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So how does your brain decide how to interpret these conflicting inputs?
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The study shows that the brain does not have to first "decide" which sensory cue is more reliable.
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The study demonstrates that the low-level computations performed by single neurons in the brain, when repeated by millions of neurons performing similar computations, accounts for the brain's complex ability to know which sensory signals to weight as more important
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"Thus, the brain essentially can break down a seemingly high-level behavioral task into a set of much simpler operations performed simultaneously by many neurons,
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shared by Enrique Rubio Royo on 30 Mar 10
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ID and Other Reflections: My Learning Tools - 0 views
idreflections.blogspot.com/...my-learning-tools.html
tools pkm sahana elearner eaprende learning_tools
shared by Enrique Rubio Royo on 30 Mar 10
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I just finished reading Harold Jarche’s post: Seek, Sense, ShareIn the post, he talks about how seeking information, then applying our personal sense-making filters to it, and finally sharing it helps us to see the interconnections, patterns and the larger whole. This is why the process of “seek, sense, share” becomes so important in one’s personal learning and knowledge management. This set me thinking about how I manage my personal knowledge and from there it led to the tools I use to do in this networked world.
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shared by Enrique Rubio Royo on 23 Mar 10
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Ramblings of a Professional Learning Community: How's Your PLN? - 0 views
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PLM PLE elearner howto eaprende PLWE REA pln social_networking
shared by Enrique Rubio Royo on 23 Mar 10
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It would be great for educators to receive credit and recognition for the countless hours spent reading, listening, and implementing what other educators and experts have to say about Pedagogy, Technology, Science Education, and 21st Century Teaching.
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So exactly what does my Personal Learning Network (PLN) look like? Here’s a sample of how I spend the first half hour of every morning learning before I go to work:Check my email.Check in with Twitter and Classroom 2.0 to see what people are saying, blogging, what websites are being referenced, or what webinars may be available later in the day.Visit interesting bookmarks shared through the Diigo groups I belong.I’ll check into Facebook to see what friends and relatives, some personal some professional, are up to this day.I’ll check my school and student email. (Students use a unique email to access me.)I’ll check my blog to see if I need to respond to anyone or perhaps I’ll add a new post.I’ll review the new posts of the many blogs I follow.Whatever new comes my way that day, I’ll click and check it out.All this before I even leave the house. Of course, I follow up at work when and where I am able. My expanded PLN is fairly new. I can’t imagine what this list will look like in a few months.If you're interested in developing your own PLN, check out this blog page by Lisa Nielsen, author of The Innovator Educator.
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shared by Enrique Rubio Royo on 23 Mar 10
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The Innovative Educator: 5 Things You Can Do to Begin Developing Your Personal Learning... - 0 views
theinnovativeeducator.blogspot.com/...an-do-to-begin-developing.html
PLM PLE elearner howto eaprende PLWE REA pln social_networking
shared by Enrique Rubio Royo on 23 Mar 10
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personal learning networks are created by an individual learner, specific to the learner’s needs extending relevant learning connections to like-interested people around the globe.
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PLNs provide individuals with learning and access to leaders and experts around the world bringing together communities, resources and information impossible to access solely from within school walls.
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I recommend Innovative Educators new to PLNs begin as a PLN consumer (1.0 skills) and grow into PLN producers (2.0 skills)
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I recommend Innovative Educators new to PLNs begin as a PLN consumer (1.0 skills) and grow into PLN producers (2.0 skills).
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5 Ways to Begin Building Your Personal Learning Network 1.0
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5 Ways to Begin Building Your Personal Learning Network 1.0
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1-Join a professional social network.
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1-Join a professional social network.
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2-Pick 5 Blogs you find interesting and start reading them.
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2-Pick 5 Blogs you find interesting and start reading them.
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3-Set up an iGoogle account using your professional email and subscribe to the blogs you selected in Google Reader.
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3-Set up an iGoogle account using your professional email and subscribe to the blogs you selected in Google Reader.
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4-Become a part of the conversation and start commenting on the blogs you read
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5-Join the microblogging phenomena by reading Tweets at Twitter.
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5-Join the microblogging phenomena by reading Tweets at Twitter.
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4-Become a part of the conversation and start commenting on the blogs you read.
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Personal Learning Network Tool for further investigation
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A "Complex" Theory of Consciousness: Scientific American - 0 views
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If Tononi’s equation for Φ proves to plumb the hitherto ineffable—consciousness itself—it would validate the ancient Pythagorean belief that “number is the ruler of forms and ideas and the cause of gods and demons.”
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Si la ecuación de Tononi para Φ sirviera para sondear lo hasta ahora inefable (incapaz de explicarse con palabras) -la propia conciencia-, sería la confirmación de la antigua creencia pitagórica de que "el número es el gobernante de las formas y las ideas y la causa de los dioses y los demonios."
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One unavoidable consequence of IIT is that
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La conciencia es universal. Una consecuencia de la TII es que todos los sitemas que están suficientemente integrados y diferenciados presentarán un mínimo de conciencia asociada a los mismos: no solo nuestros queridos perros y gatos, sino también los ratones, calamarers, abejas y gusanos.
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The theory does not discriminate between squishy brains inside skulls and silicon circuits encased in titanium.
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Al menos en principio, las increiblemente complejas interacciones moleculares en el interior de una célula, presenta un número 'fi' distinto de cero. En el límite, un único ion de hidrógeno, un protón formado por tres quarks, tendrán una cantidad de sinergia, es decir de 'fi'. En este sentido, TII es una versión científica del panpsiquismo, la antigua y ampliamente difundida creencia de que toda la materia, todas las cosas, animadas ono, son conscientes en alguna medida.La teoría no discrimina entre entre los cerebros blandos dentro de los cráneos y los circuitos de silicio recubiertos de titanio. Suponiendo que las relaciones causales enttre transistores y elementos de memoria son lo suficientemente complejos, los ordenadores o miles de millones de ordenadores en Internet tendrán un número 'fi' distinto de cero. El tamaño de 'fi', incluso podría llegar a ser un punto de referencia para la inteligencia de una máquina.
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Do the neural networks that mediate these unconscious, zombielike behaviors have lower Φ than the ones that give rise to consciousness?
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¿Las redes neuronales que median estos comportamientos inconscientes, tienen un menor nº Φ ('fi'), que las que dan lugar a la conciencia?. La TII de la conciencia puede ser completamente equivocada, pero sin embargo, nos desafía a pensar profundamente acerca del problema mente-cuerpo de una manera novedosa, rigurosa y matemática, y con una mentalidad empírica. Y eso es una gran bendición para esta tarea.
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shared by Enrique Rubio Royo on 18 Mar 10
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Developing Online From Simplicity toward Complexity: Going with the Flow of Non-Linear ... - 0 views
www.unb.ca/...PaperPhelps.html
complexity complejidad eaprende evision non-linear-learning aprendizaje
shared by Enrique Rubio Royo on 18 Mar 10
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The Web is a non-linear environment which opens up potential for new approaches to learning and teaching, approaches which in many ways more closely approximate naturalistic and authentic approaches to learning. Yet a large proportion of online courses which have been developed in higher education represent conversions of print-based resources into Web-based delivery formats, the majority of which have replicated traditional linear and directive pedagogy. Such development represents something of a ‘miss-match’, not only to the online teaching environment but to the emergent learning approaches of a younger generation who are ‘at home’ with the online environment. This paper discusses the benefits of maintaining complexity and non-linearity in online learning with reference to the development of one tertiary course in computer education for pre-service teachers. The theory of complexity is briefly explored and its relevance to online teaching and learning is highlighted. An action research undertaking conducted over a four year period is drawn upon to illustrate the importance of future teachers understanding and experiencing non-linear and complexity-based online learning, and the metacognitive processes that can support adult learners to adapt to such an environment.
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La Web es un entorno no lineal que abre posibilidades para nuevos enfoques para la enseñanza y el aprendizaje, enfoques que en muchos aspectos se aproximan más planteamientos naturalistas y auténticos para el aprendizaje. Sin embargo, una gran proporción de los cursos en línea que se han desarrollado en la educación superior representan la conversión de recursos basado en papel a formatos de distribución Web, la mayoría de los cuales han replicado la pedagogía tradicional lineal y jerárquica. Tal desarrollo representa una especie de 'miss-match', no sólo para el entorno de enseñanza en línea, sino para a los enfoques de aprendizaje emergentes de una generación más joven que están "en casa" con el entorno en línea. Este artículo discute los beneficios de mantener la complejidad y la no linealidad en el aprendizaje en línea en relación con el desarrollo de un curso superior en la enseñanza de informática de los futuros profesores. La teoría de la complejidad se analizan brevemente y su relevancia para la enseñanza y el aprendizaje en línea se resaltará. Una tarea de investigación-acción realizada durante un período de cuatro años se aprovechará para ilustrar la importancia de que los futuros docentes entiendan y experimenten el aprendizaje en línea no lineal y basado en la complejidad, y los procesos metacognitivos que pueden apoyar a los estudiantes adultos a adaptarse a tal ambiente
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Web-based non-linear learning
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a metacognitive approach
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the development of the course toward a complex, non-linear learning environment is the focus of this paper
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relevance of complexity theories
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The paper will describe
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how complexity informed the structure of the course
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how the metacognitive approach was used to provided explicit support for adult learners adapting to non-linear learning.
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shared by Enrique Rubio Royo on 18 Mar 10
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it.coe.uga.edu/...paper92.html
stephen_downes eaprende conectivisme PLE PLWE eportfolios learning_networks
shared by Enrique Rubio Royo on 18 Mar 10
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The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in anygiven place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0' -an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.
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Learning to do - 1 views
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how do people learn to act appropriately in an uncertain situation, how do they become involved in shaping the future?
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Cómo actuar en situaciones complejas como las actuales, en las que la incertidumbre es característica común.
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intensive application of information, knowledge and creativity
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the new forms of personal competence are based on a body of theoretical and practical knowledge combined with personal dynamism and good problem-solving, decision-making, innovative and team skills
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Ple Conference - 0 views
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Personal Learning Environments (PLE) include the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals. The idea of the PLE represents a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize. Because they emphasize relationships, PLEs can promote authentic learning by incorporating expert feedback into learning activities and resources. A PLE also puts students in charge of their own learning processes, challenging them to reflect on the tools and resources that help them learn best. By design, a PLE is created from self-direction, and therefore the responsibility for organization—and thereby for learning—rests with the learner. (7 things you should know about Personal Learning Environments, Educause 2009).
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Learning to know - 0 views
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Such specialization must not exclude general education
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Reduccionismo vs visión holística, no como posturas antagónicas, sino complementarias
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Multidisciplinariedad, no compartimentos estancos. Necesidad de aprender conceptos y 'cultura' de distintos dominios de conocimiento (neurociencia,inteligencia emocional,ecologia,antropologia,etc)
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Learning to know implies learning how to learn
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by developing one's concentration, memory skills and ability to think
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From infancy, young people must learn how to concentrate
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The development of memory skills is an excellent tool for countering the overpowering stream of instant information put out by the media.
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Thinking
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The process should encompass both practical problem-solving and abstract thought
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The process of learning to think is a lifelong one and can be enhanced by every kind of human experience
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higher order thinking skills | Educational Software Blog - 0 views
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Web-based instructional activities have an enormous potential to enhance and entice learning. Unfortunately integrating the internet into your curriculum in a way that has a positive impact on students' learning is often a difficult process. Below are some questions to ask yourself to help you get started.
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Learning to be - 0 views
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This is not simply a cry for individualism
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In a highly unstable world
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economic and social innovation, imagination and creativity
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The twenty-first century
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Learning to Be
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All people should receive in their childhood and youth an education that equips them to develop their own independent, critical way of thinking and judgement so that they can make up their own minds on the best courses of action in the different circumstances in their lives.
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a dialectic process
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based both on self-knowledge and on relationships with other people
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education should enable each person
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to be able to solve his own problems, make his own decisions and shoulder his own responsibilities
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More than ever before, the essential task of education seems to be to make sure that all people enjoy the freedom of thought, judgement, feeling and imagination to develop their talents and keep control of as much of their lives as they can.
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Sensemaking artifacts « Connectivism - 1 views
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complex information settings
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Sobreabundancia de Información fragmentada (social media) e hiperinterconectada e hiperdistribuida.
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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)
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Coherence is an orientation about the meaning and value of information elements based on how they are connected, structured, and related, Antonovsky 1993
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2. They are a sensegiving tool.
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1.- Artefactos 2.- Narrativas Narrativas de 'sensegiving', de expresión de coherencia: Language games Storytelling Debate, dialogue Descriptions Clarification Metaphors Analogies Examples Resonance
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Language/externalization reduces the "occult character" of mental images. Wittgenstein. Language gives birth to thought. Vygotsky.
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sensemaking artifacts
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¿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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eLearn: Research Papers - Predictors of Success for Adult Online Learners: A Review of ... - 0 views
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Factores de éxito en aprendizaje online (revisión de la literatura). comentarios de Dolors Reig. La autonomía es un factor fundamental: Autonomous, self-regulated learners committ to controlling their own learning experiences Las titulaciones parecen predecir el éxito: Graduate vs. Undergraduate Motivations: Differences have been noted between undergraduate and graduate distance learners and their motivations. Parece que la edad no es lo importante: Age as a Factor in Online Learners' Success: The literature supports the idea that because adult learners are not as technologically savvy and have more responsibilities toward work and family, online learning is more difficult for them (Dubois, 1996). However, Ke and Xie's (2009) study showed that regardless of an adult learner's age, students self-reported the same amount of effort put into learning tasks and reported comparable levels of satisfaction. Características en un buen modelo: Design Model Characteristics and the Impact on Performance and Learner Satisfaction * connect new knowledge to prior learning: conectar nuevo conocimiento con anterior (recordemos el conectivismo) * maintain collaboration and social interaction between students: mantener la colaboración, la interacción social * promote a self-reflective environment: promover un entorno de reflexión. * include current or immediate applications: Incluir ejemplos prácticos (Learning by doing, añado) * advance self-regulated learning: avanzar mecanismos de auto-aprendizaje: la idea de los PLE-PLN responde a ello.
