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Luciano Ferrer

Facebook - 0 views

  • Mariano Saravia27 --d---e-------------- m-ar-z-o- a- --l-a--s--- ------2--------1--:19Ante mis críticas a la casa real española por anacrónica, por corrupta, por genocida y por subversiva, recibí muchos insultos, ningún argumento y una falacia qu...e se repite, eso de que no se puede juzgar hechos del pasado con la mirada del presente. Ante esa falacia perversa, digo: El viejo y falaz argumento de que no se puede juzgar un hecho del pasado con parámetros de hoy es funcional al negacionismo, y es propio de cómplices. No todos los seres humanos del siglo 16 eran genocidas, ni todos los estados eran imperialistas. Hubo un Bartolomé de las Casas que dijo hace siglos lo que hoy dice López Obrador. Hubo un San Martín que decía "nuestros paisanos los indios" y hubo un Rivadavia que los combatía, a los indios y a San Martín. Hubo un Mitre, genocida de gauchos, montoneros y paraguayos, y hubo un Alberdi, un Felipe Varela y un José Hernández que denunciaron el genocidio de Mitre. En todas las épocas hubo asesinos y también gente buena, luchadora y valiente. El que esgrime estas mentiras de que hay que entender a los personajes en su contexto histórico, comete varias tropelías históricas: 1- miente por cinismo o por ignorancia; 2 licúa culpas y justifica a los genocidas; y 3 Va más allá sugiriendo o insinuando que la víctima, en el lugar del victimario, hubiera hecho lo mismo. Quizá porque este señor sí se hubiera comportado como un genocida en ese caso y en ese momento, pero no el resto de los seres humanos.
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    "El Turco es un lenguaje neutral en materia de género. No hay " Él " o " ella " - todo es " o ", y sólo puedes decir de qué sexo se trata desde el contexto. Cuando traduces frases turcas en inglés con google translate, algo destacable sucede: las frases se clasifican por género. Por qué? Google translate usa un algoritmo que basa sus traducciones en la frecuencia de uso observada. Así que si en la base de datos hay 1,000 usos de la palabra "Ingeniero" y la mayoría de ellos son hombres, traduce al ingeniero como si unicamente los hombres lo pudieran ser. Lo mismo va para "enfermera", para mujeres. La tecnología está lejos de ser neutral. La forma en que estamos utilizando la tecnología está reforzando actualmente las desigualdades y los prejuicios del mundo que nos rodea. La tecnología está haciendo que estos sesgos sean más sólidos y más rígidos como los algoritmos que vienen a determinar cada vez más partes de nuestras vidas. Nos estamos rindiendo a la tecnología porque se nos ha prometido que ofrece una forma de salir de nuestros dilemas actuales. Pero no lo olvides: la tecnología es moldeada por sus creadores. Y la industria de alta tecnología es una gran industria blanca, rica y joven, definida por el sexismo rampante, el racismo, el clasismo y muchas otras formas de desigualdad social. Y estos son los resultados."
Luciano Ferrer

Eleven Ways to Improve Online Classes - 0 views

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    "It has me thinking about what it would mean to improve online classes. A few ideas come to mind: Use multiple platforms. I'm not against using an LMS as a central hub. However, I think it's valuable to experiment with the types of productivity tools you will actually use outside of a classroom. Use Google Docs to share ideas, create surveys, and ask questions. Use Google Hangouts to meet as a group. Go project-based. I haven't figured this out entirely with my first class but my hope is that we can go fully project-based in the same way that my face-to-face class is. In fact, the asynchronous nature of online classes actually means there is a better potential of creating a project-based culture that mirrors the way people actually work on projects. Make something together. I use a collaboration grid with co-creating and communicating on separate spectrums (x-axis) and multimedia and text on another spectrum (y-axis). This has been an effective way to think through collaborative tools that allow students to co-create. Embrace a synchronous/asynchronous blend: I love using Voxer because students can speak back and forth in the moment. However, if they miss it, they can listen to it later. The same is true of using a Google Hangouts On Air. Make it more connective. We tend to treat online instruction as if it is a linear process and we don't do enough to link things back and forth and connect ideas, resources, discussions and content creation in a seamless, back-and-forth nature. Incorporate multimedia. It's a simple idea, but I create a short video at the beginning of each week and I encourage students to create video and audio as well. This has a way of making things more concrete. There's something deeply human about hearing an actual human voice. I know, crazy, right? Go mobile. I don't simply mean use a smart phone. I mean assign some things that allow students to get out in the world and create videos, snap pictures,
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    "It has me thinking about what it would mean to improve online classes. A few ideas come to mind: Use multiple platforms. I'm not against using an LMS as a central hub. However, I think it's valuable to experiment with the types of productivity tools you will actually use outside of a classroom. Use Google Docs to share ideas, create surveys, and ask questions. Use Google Hangouts to meet as a group. Go project-based. I haven't figured this out entirely with my first class but my hope is that we can go fully project-based in the same way that my face-to-face class is. In fact, the asynchronous nature of online classes actually means there is a better potential of creating a project-based culture that mirrors the way people actually work on projects. Make something together. I use a collaboration grid with co-creating and communicating on separate spectrums (x-axis) and multimedia and text on another spectrum (y-axis). This has been an effective way to think through collaborative tools that allow students to co-create. Embrace a synchronous/asynchronous blend: I love using Voxer because students can speak back and forth in the moment. However, if they miss it, they can listen to it later. The same is true of using a Google Hangouts On Air. Make it more connective. We tend to treat online instruction as if it is a linear process and we don't do enough to link things back and forth and connect ideas, resources, discussions and content creation in a seamless, back-and-forth nature. Incorporate multimedia. It's a simple idea, but I create a short video at the beginning of each week and I encourage students to create video and audio as well. This has a way of making things more concrete. There's something deeply human about hearing an actual human voice. I know, crazy, right? Go mobile. I don't simply mean use a smart phone. I mean assign some things that allow students to get out in the world and create videos, snap pictures,
Luciano Ferrer

Small Changes in Teaching: The Last 5 Minutes of Class - 0 views

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    "The Minute Paper comes in many variations, but the simplest one involves wrapping up the formal class period a few minutes early and posing two questions to your students: What was the most important thing you learned today? What question still remains in your mind? Taken together, those two questions accomplish multiple objectives. The first one not only requires students to remember something from class and articulate it in their own words (more about that in a moment), but it also requires them to do some quick thinking. They have to reflect on the material and make a judgment about the main point of that day's class. The second question encourages them to probe their own minds and consider what they haven't truly understood. Most of us are infected by what learning theorists sometimes call "illusions of fluency," which means that we believe we have obtained mastery over something when we truly have not. To answer the second question, students have to decide where confusion or weaknesses remain in their own comprehension of the day's material. Closing connections. If we want students to obtain mastery and expertise in our subjects, they need to be capable of making their own connections between what they are learning and the world around them - current events, campus debates, personal experiences. The last five minutes of class represent an ideal opportunity for students to use the course material from that day and brainstorm some new connections.The metacognitive five. We have increasing evidence from the learning sciences that students engage in poor study strategies. Likewise, research shows that most people are plagued by the illusions of fluency. The solution on both fronts is better metacognition - that is, a clearer understanding of our own learning. What if all of us worked together deliberately to achieve that?Close the loop. Finally, go back to any of the strategies I introduced in my recent column on the first five minutes of clas
Luciano Ferrer

Small Changes in Teaching: The First 5 Minutes of Class - 0 views

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    "Open with a question or two. Another favorite education writer of mine, the cognitive psychologist Daniel Willingham, argues that teachers should focus more on the use of questions. "The material I want students to learn," he writes in his book Why Don't Students Like School?, "is actually the answer to a question. On its own, the answer is almost never interesting. But if you know the question, the answer may be quite interesting." My colleague Greg Weiner, an associate professor of political science, puts those ideas into practice. At the beginning of class, he shows four or five questions on a slide for students to consider. Class then proceeds in the usual fashion. At the end, he returns to the questions so that students can both see some potential answers and understand that they have learned something that day. What did we learn last time? A favorite activity of many instructors is to spend a few minutes at the opening of class reviewing what happened in the previous session. That makes perfect sense, and is supported by the idea that we don't learn from single exposure to material - we need to return frequently to whatever we are attempting to master.But instead of offering a capsule review to students, why not ask them to offer one back to you?Reactivate what they learned in previous courses. Plenty of excellent evidence suggests that whatever knowledge students bring into a course has a major influence on what they take away from it. So a sure-fire technique to improve student learning is to begin class by revisiting, not just what they learned in the previous session, but what they already knew about the subject matter.Write it down. All three of the previous activities would benefit from having students spend a few minutes writing down their responses. That way, every student has the opportunity to answer the question, practice memory retrieval from the previous session, or surface their prior knowledge - and not just the students most likely to
Carlos Pérez

Educación y Virtualidad: Educación e internet… mediadas por Vigotsky - 9 views

  • teoría sociocultural la mente opera indirectamente (mediación) gracias a la intervención de los medios auxiliares de origen cultural que se dan en condiciones sociales
  • aporte de la teoría socio cultural nos permite distinguir que el aprendizaje: Se origina y estimula dentro de un proceso de mediación extendido en una red de interrelaciones sociales. Se genera en virtud de la influencia y apropiación reconstructiva de los instrumentos de mediación cultural, del empleo de signos y herramientas.
  • No existe, por tanto, aprendizaje fuera de la red de interacciones sociales, ni ajena al ejercicio de la cultura… Esto también tiene que ver con Internet.
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  • Aprender en y con internet lleva el rasgo de la cultura digital y de las interacciones medidas tecnológicamente. 
  • la relación educación e Internet, siguiendo lo anterior, no hay que perder de vista que: Internet no es sólo un medio sofisticado, sino que configura un auténtico entorno de acción social que opera como condición y motor de aprendizaje. Internet no sólo integra aplicaciones, sino que aporta las herramientas operativas y simbólicas con que pensamos y actuamos, y con lo que reconstruimos la cultura.
  • Vigotsky “toda la actividad depende del material con el que opera” (2000, 129). Este punto es materia de otro desarrollo, aprendizaje con y de tecnología.
  • Internet ofrece un entorno social y dinamiza una práctica cultural donde se inscribe la vida de muchas personas y, con ello, sus oportunidades y limitaciones al momento de aprender. 
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    Aporte al aprendizaje social en la sociedad red
Joan Sentís

Aprender haciendo | EROSKI CONSUMER - 5 views

  • ¿Cómo se aprende más, con la teoría o con la práctica?
  • aprender haciendo"
  • Por MARTA VÁZQUEZ-REINA Fecha de publicación: 13 de febrero de 2011 - Imagen: Rubén García / Consumer Eroski - "Lo que tenemos que aprender a hacer, lo aprendemos haciendo". Esta cita, atribuida a Aristóteles, es la mejor muestra de que la valoración del aprendizaje experimental sobre el puramente académico no es una moda nueva o una tendencia pasajera, sino que pervive en el tiempo. Los métodos de aprendizaje más eficaces requieren mayor actividad por parte del aprendiz Con el paso de los años, numerosos especialistas en educación han contribuido a reafirmar esta sentencia del filósofo griego, entre ellos el pedagogo estadounidense Edgar Dale. El "Cono del Aprendizaje", desarrollado por este reconocido experto, representa una pirámide que explica cuáles son los métodos más y menos efectivos para el aprendizaje. Según esta representación, en la cúspide, con menor incidencia positiva, se ubican los métodos que implican una mayor pasividad del alumno, como leer, ver u oír. Sin embargo, en la base se sitúan los métodos más eficaces, que requieren mayor actividad por parte del aprendiz: experiencia directa, simulaciones, dramatizaciones y demostraciones. En la actualidad, bajo la denominación "aprender a haciendo" ha surgido una metodología pedagógica que aboga por implantar este tipo de aprendizaje experimental en los sistemas educativos, sobre todo, en los más centrados en la adquisición de conocimientos y la evaluación de los mismos, que en la valoración de las aptitudes prácticas que adquieren los estudiantes con ellos. Los errores de la educación ¿Cuántos alumnos serían capaces de superar un examen del año anterior sin volver a estudiar? ¿Cuánto
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  • alumnos serían capaces de superar un examen del año anterior sin volver a estudiar?
  • Saber hacer
  • la metodología didáctica
  • debe basarse en simulaciones lo más cercanas posibles a la realidad, en las que el alumno adquiere un papel activo
  • la educación prepare a los estudiantes para que sepan hacer las cosas que van a tener que aplicar a lo largo de su vida, tanto profesional como personal.
  • lo importante en el proceso educativo es qué "haga el alumno, más que lo que haga el profesor".
  • Adjudicar a cada alumno un rol específico
  • que sean conscientes de la responsabilidad que tienen para que se desarrolle de forma efectiva
  • Diseñar el aprendizaje orientado a fomentar
  • ctitudes y valores como la iniciativa, la creatividad, la disciplina y el compromiso.
  • Proporcionar
  • una atención personalizada
  • Desechar el aprendizaje basado en la memorización y repetición y promover el razonamiento y la experimentación.
  • ener en cuenta los intereses y preferencias de los estudiantes.
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    ntado a fomentar en el estudiante actitudes y valores como la in
Luciano Ferrer

Open edX | Open Courseware Development Platform - 0 views

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    "EdX is a nonprofit online initiative created by founding partners Harvard and MIT and composed of dozens of leading global institutions, the xConsortium. EdX offers interactive online courses and MOOCs from the world's best universities and institutions. Open edX is the open source platform that powers edX courses. Through our commitment to the open source vision, edX code is freely available to the community. Institutions can host their own instances of Open edX and offer their own classes. Educators can extend the platform to build learning tools that precisely meet their needs. And developers can contribute new features to the Open edX platform. Our goal is to build a thriving worldwide community of educators and technologists who share innovative solutions to benefit students everywhere. We invite you to explore Open edX and participate in our growing movement. Frequently Asked Questions What is Open edX? The Open edX platform is a free--and open source--course management system (CMS) that was originally developed by edX. The Open edX platform is used all over the world to host Massive Open Online Courses (MOOCs) as well as smaller classes and training modules."
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    "EdX is a nonprofit online initiative created by founding partners Harvard and MIT and composed of dozens of leading global institutions, the xConsortium. EdX offers interactive online courses and MOOCs from the world's best universities and institutions. Open edX is the open source platform that powers edX courses. Through our commitment to the open source vision, edX code is freely available to the community. Institutions can host their own instances of Open edX and offer their own classes. Educators can extend the platform to build learning tools that precisely meet their needs. And developers can contribute new features to the Open edX platform. Our goal is to build a thriving worldwide community of educators and technologists who share innovative solutions to benefit students everywhere. We invite you to explore Open edX and participate in our growing movement. Frequently Asked Questions What is Open edX? The Open edX platform is a free--and open source--course management system (CMS) that was originally developed by edX. The Open edX platform is used all over the world to host Massive Open Online Courses (MOOCs) as well as smaller classes and training modules."
Luciano Ferrer

Twitter y educación, ejemplos de uso e ideas. También podés colaborar. Por @_... - 0 views

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    1) the ways they currently implement Twitter in their teaching and learning, 2) ideas for future development of Twitter-based assignments and pedagogical practices, and 3) issues concerning the integration of Twitter and other digital media into both traditional and non-traditional pedagogies. Collaborators should feel free to add material to these pages, to comment on existing material, and to share links to relevant external readings and resources. It may be helpful to tag your contributions with your Twitter handle. Collaborators are asked to please respect this space as a forum for open and respectful dialogue and networking. Let's fill up the pages below with great ideas! Share the ways you currently implement Twitter in your teaching and learning: Students in my course New Information Technologies do an "Internet Censorship" project, focused on a specific country. I ask them to follow a journalist who tweets on that country as part of their research to understand the state of Internet freedom in the country they select. -- Lora Since shortly after Twitter was launched, I've experimented with various iterations of "The Twitter Essay," an assignment that has students considering the nature of the "essay" as a medium and how they might do that work within the space of 140 characters. -- Jesse (@Jessifer) In my fully online classes, I've started using Twitter to replace the discussion forum as the central location for student interaction. -- Jesse (@Jessifer) Show Tweets that have gotten people arrested and prompt discussion on whether it is fair that anyone be arrested for any Tweet in the US, who is likely to be arrested for their Tweets, what kinds of Tweets are likely to prompt arrest, etc. Students in my First Year Seminar course "The Irish Imagination: Yeats to Bono" developed a platform for digital annotation of Irish literature. Embedded in their platform was a twitter feed of relevant individuals/groups, m
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    1) the ways they currently implement Twitter in their teaching and learning, 2) ideas for future development of Twitter-based assignments and pedagogical practices, and 3) issues concerning the integration of Twitter and other digital media into both traditional and non-traditional pedagogies. Collaborators should feel free to add material to these pages, to comment on existing material, and to share links to relevant external readings and resources. It may be helpful to tag your contributions with your Twitter handle. Collaborators are asked to please respect this space as a forum for open and respectful dialogue and networking. Let's fill up the pages below with great ideas! Share the ways you currently implement Twitter in your teaching and learning: Students in my course New Information Technologies do an "Internet Censorship" project, focused on a specific country. I ask them to follow a journalist who tweets on that country as part of their research to understand the state of Internet freedom in the country they select. -- Lora Since shortly after Twitter was launched, I've experimented with various iterations of "The Twitter Essay," an assignment that has students considering the nature of the "essay" as a medium and how they might do that work within the space of 140 characters. -- Jesse (@Jessifer) In my fully online classes, I've started using Twitter to replace the discussion forum as the central location for student interaction. -- Jesse (@Jessifer) Show Tweets that have gotten people arrested and prompt discussion on whether it is fair that anyone be arrested for any Tweet in the US, who is likely to be arrested for their Tweets, what kinds of Tweets are likely to prompt arrest, etc. Students in my First Year Seminar course "The Irish Imagination: Yeats to Bono" developed a platform for digital annotation of Irish literature. Embedded in their platform was a twitter feed of relevant individuals/groups, m
Paz Gonzalo

Accionar el aula ... Una mina de oro de la investigación y los recursos para ... - 8 views

  • Habilidades de pensamiento de nivel ... Dos Interacción Way .... Formativa de los aprendizajes ... Habilidades del Siglo 21
  • método de enseñanza
  • incorporación de diversos aprendizaje multimedia y en línea en un entorno mixto.
  • ...6 more annotations...
  • Hoy en día la Web 2.0 permite la interacción multi-direccional.
  • La Web 2.0 permite que todos seamos productores.
  • En el aula volteado, el aprendizaje formativo se debe incorporar tanto dentro como fuera de línea. Aprendizaje formativo puede incorporar video, audio, simulaciones, juegos, revistas, blogs, revisión por pares y la colaboración, y las actividades basadas en investigaciones
  • mayores verbos de acción orden de Bloom
  • debe incluir la autoevaluación
  • proporcionar oportunidades que son: en la acción de  auténtico conectado y colaborativo innovador  alto nivel  atractivo experimentar con base proyecto basado  basado en la investigación auto actualizar
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    Para comprender en que consiste "Flipping The Classroom" una selección de recursos y enlaces, clasificados y comentados.
Luciano Ferrer

The 8 Step Guide to the Flipped Classroom - 1 views

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    "For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it's moving from "sage on the stage" to "guide on the side." For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching! "
Luciano Ferrer

Close Reading and Argument Writing - Authentically Across the Curriculum - Gu... - 0 views

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    "Close Reading and Argument Writing - Authentically Across the Curriculum 7/16/2015 0 Comments Close reading of informational texts and non-fiction articles is not - and should not be - reserved for language arts classes. Every content area would be immensely enhanced if science teachers, social studies teachers, physical education teachers, welding teachers, woodworking teachers (in other words, "all technical subjects," as Common Core states) would not push aside the textbook, but instead embrace it, along with content area and trade articles. Students would then simultaneously learn how to dissect the readings while gaining knowledge in these content areas. What often happens is that teachers feel that students can't handle the text books or can't read the articles independently - and often that is true. However, when teachers instead go into a survival mode, of sorts, and read aloud the whole chapter or article or summarize it with a slideshow, it ends up doing a disservice to students - students are not learning HOW to read these complex texts. They are not learning how to acquire the information on their own. They are not being given the skills to read the sometimes intricate information within a particular content area or even within their possible future trade. They are not being given the opportunity to read, understand, articulate, and discuss or even debate topics within their area of study. Teachers sometimes feel that they can't do these things with students because they are not language arts teachers, or because they don't have time, or simply because they don't know how. Alternatively, a simple solution is to let go of the control and let students do…..with the guidance called close reading. Close reading is a guided reading approach. It is guided because 1) the close reading strategy is reserved for complex texts that are often too high for students to be left with independently and 2) students don't use close reading strateg
juan domingo farnos

All doc students should consider IDT 8500 for Spring 2013 semester - 5 views

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    I just wanted to bring to your attention a doctoral-level course that all students in IDT and ICL should consider for the Spring 2013 semester.  IDT 8500 is referred to as "the writing class" by our students.  The course description says,
    "Students will critique academic research findings and syn
Ángeles Araguz

What's Wrong With Google Telling Me Everything? - 0 views

  • Sure we need to spend time teaching kids on how to do quality searches, using key terms and wildcards. But that is a lesson over a day or two. What needs to be woven into our curriculum is what Howard Rheingold calls Crap Detection.
Joaquim Bernà

EDUTEKA - Taxonomía de Bloom para la Era Digital - 13 views

  • La Colaboración no es una habilidad del Siglo XXI, es esencial en el Siglo XXI
Francisco Gascón Moya

The Art of Learning Better: 101 Tips to Find and Fit Your Learning Style - 4 views

  • a visual, auditory or kinesthetic lea
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    Sometimes, information is hard to understand just because it's presented in a manner that just doesn't quite appeal to the way we like to learn best. While it isn't always possible to take every class or complete every project in a way that fits into your individual style, there are ways that you can help to ensure that you're making the most of the material at hand. Here are a few tips to help you start improving your learning experience by helping make it work a little better with your needs, whether you're a visual, auditory or kinesthetic lea
guida alles

Mi música en el cole: ¿Burócrata yo? - 3 views

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    Bons posts de mestres sobre què vol dir fer classes
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