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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

Twitter y educación, ejemplos de uso e ideas. También podés colaborar. Por @_chrishaynes Et al - 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
Luciano Ferrer

aRGENTeaM * The Stanford Prison Experiment (2015) - 0 views

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    "The Stanford Prison Experiment (2015) Esta película está basada en una historia real que tuvo lugar en 1971, cuando el profesor de Stanford Dr. Philip Zimbardo creó lo que se convirtió en uno de los experimentos sociales más impactantes y famosos de todos los tiempos: en unos días fue capaz de convertir a un grupo de ciudadanos de clase media en gente sádica por un lado y víctimas sumisas por otro. Director Kyle Patrick Alvarez Actores Ezra Miller, Tye Sheridan, Billy Crudup Duración 122 min País USA "
Luciano Ferrer

aRGENTeaM * Das Experiment (2001) - 1 views

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    "Das Experiment (2001) La vida esta llena de terribles sorpresas, El experimento es una de ellas. Narrada con una frialdad itinerante, el film cuenta la historia de la investigación que un grupo de científicos hacen de un grupo de veinte voluntarios corrientes de la sociedad (un taxista, un quiosquero, un empleado del aeropuerto, etc.), dividiéndolos entre presos y carceleros, obligándoles a comportarse como tales, durante un periodo de catorce días. La idea es estudiar el comportamiento humano cuando en algo tan sencillo como un juego a uno se le da mucho poder sobre el otro. El resultado es El experimento, filmado por el novel realizador alemán Oliver Hirschbiegel, a partir del libro homónimo de Mario Giordano, inspirado en unos supuestos hechos reales con estudiantes en la universidad de Stanford por el Dr. Philip Zimbardo. El resultado es asolador. Director Oliver Hirschbiegel Actores Moritz Bleibtreu, Christian Berkel, Oliver Stokowski Duración 114 min País Germany "
Luciano Ferrer

Lynda Barry on How the Smartphone Is Endangering Three Ingredients of Creativity: Loneliness, Uncertainty & Boredom - 0 views

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    "She demanded that all participating staff members surrender their phones and other such personal devices. The book you hold in your hands would not exist had high school been a pleasant experience for me… It was on those quiet weekend nights when even my parents were out having fun that I began making serious attempts to make stories in comics form. - Adrian Tomine, introduction to 32 Stories Computer Science Professor Calvin Newport's recent book, Deep Work, posits that all that shallow phone time is creating stress, anxiety, and lost creative opportunities, while also doing a number on our personal and professional lives.Author Manoush Zomorodi's recent TED Talk on how boredom can lead to brilliant ideas, below, details a weeklong experiment in battling smartphone habits, with lots of scientific evidence to back up her findings."
Luciano Ferrer

Do mobile devices in the classroom really improve learning outcomes? - 0 views

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    Artículo en inglés... "Mobile devices as teaching tools are becoming a more and more common part of the American education experience in classrooms, from preschool through graduate school. A recent Pew Research Center survey found that 58% of U.S. teachers own smartphones - 10 percentage points higher than the national average for adults. Those teachers are building that tech-savviness into their lesson plans, too, by embracing bring-your-own-device policies and leading the push for an iPad for every student. In 2013, an estimated 25% of U.S. schools had BYOD policies in place and it's reasonable to assume those numbers have risen in the past two years. ..."
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    Artículo en inglés... "Mobile devices as teaching tools are becoming a more and more common part of the American education experience in classrooms, from preschool through graduate school. A recent Pew Research Center survey found that 58% of U.S. teachers own smartphones - 10 percentage points higher than the national average for adults. Those teachers are building that tech-savviness into their lesson plans, too, by embracing bring-your-own-device policies and leading the push for an iPad for every student. In 2013, an estimated 25% of U.S. schools had BYOD policies in place and it's reasonable to assume those numbers have risen in the past two years. ..."
Luciano Ferrer

Aprender a hacer: de los contenidos a las competencias, por @c_magro - 2 views

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    + video aquí: http://www.ite.educacion.es/es/mediateca-congreso-ced/videos/952-conferencias-dia-6-auditorio-i Todo el texto completo por el enlace principal "La pregunta circuló rápidamente por la red y llamó mi atención mientras pensaba en esta intervención. Las primeras respuestas tardaron apenas unos minutos en aparecer. En la versión estadounidense del debate predominaron las respuestas que tenían que ver con conceptos como creatividad y emprendimiento, pero también hubo algunas centradas en la necesidad de más habilidades y de desarrollar la capacidad de resolver problemas. "I wish someone told me that learning skills and getting real-world experience is infinitely more valuable than good grades. The world is looking for problem-solvers who help them push forward, not people who can regurgitate answers on a test", decía una especialmente clara. "No es tanto el qué, como el cómo", respondían rápidamente en el debate hispano. "Más que los contenidos lo que falla son las metodologías, los enfoques" continuaba ese mismo participante. "Me hubiese encantado que alguien nos hubiese enseñado a poder desenvolvernos mejor en el mundo real. Enseñar a trabajar en equipo y potenciar lo mejor de cada uno para conseguir un fin colectivo. Dejar de educar en masa para centrarse en las cualidades específicas de cada individuo. Que hubiesen quedado atrás los sistemas individualistas de educación ya que nos vuelven a todos más egoístas" aportaba varios comentarios más abajo Mireia. "Me hubiera encantado aprender a aprender y no que me enseñaran a memorizar datos que olvidaba después del examen. Aprender a tomar mis propias decisiones y a equivocarme", respondía en la misma línea Casilda."
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    + video aquí: http://www.ite.educacion.es/es/mediateca-congreso-ced/videos/952-conferencias-dia-6-auditorio-i "La pregunta circuló rápidamente por la red y llamó mi atención mientras pensaba en esta intervención. Las primeras respuestas tardaron apenas unos minutos en aparecer. En la versión estadounidense del debate predominaron las respuestas que tenían que ver con conceptos como creatividad y emprendimiento, pero también hubo algunas centradas en la necesidad de más habilidades y de desarrollar la capacidad de resolver problemas. "I wish someone told me that learning skills and getting real-world experience is infinitely more valuable than good grades. The world is looking for problem-solvers who help them push forward, not people who can regurgitate answers on a test", decía una especialmente clara. "No es tanto el qué, como el cómo", respondían rápidamente en el debate hispano. "Más que los contenidos lo que falla son las metodologías, los enfoques" continuaba ese mismo participante. "Me hubiese encantado que alguien nos hubiese enseñado a poder desenvolvernos mejor en el mundo real. Enseñar a trabajar en equipo y potenciar lo mejor de cada uno para conseguir un fin colectivo. Dejar de educar en masa para centrarse en las cualidades específicas de cada individuo. Que hubiesen quedado atrás los sistemas individualistas de educación ya que nos vuelven a todos más egoístas" aportaba varios comentarios más abajo Mireia. "Me hubiera encantado aprender a aprender y no que me enseñaran a memorizar datos que olvidaba después del examen. Aprender a tomar mis propias decisiones y a equivocarme", respondía en la misma línea Casilda."
Javier Carrillo

Connected Science Learning - Linking in-school and out-of-school STEM learning - 1 views

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    Primer numero de la Revista online gratuita de la "National Science Teacher Association" americana sobre enseñanza STEM: Connected Science Learning is an online journal that highlights STEM education experiences that bridge the gap between in-school and out-of-school settings. It features articles about highly effective preK-12 STEM learning programs that promote collaboration between the in-school and out-of-school communities, and shares research that supports such efforts. The journal is a joint initiative of the National Science Teachers Association (NSTA) and the Association of Science-Technology Centers (ASTC). Funding to pilot and evaluate the effectiveness and demand for the first two issues is provided through a National Science Foundation (NSF) EAGER award (DRL-1420262).
David Alvarez

18 Enlightening iPad Experiments in Education | Online Universities - 3 views

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    18 experiencias de uso del iPad en educación
Juanmi Muñoz

Science for Kids - Fun Experiments, Cool Facts, Online Games, Activities, Projects, Ideas, Technology - 2 views

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    Portal de experimentos, juegos, acertijos... para niños. Ideal para aprender jugando a la vez que practicamos el inglés
juan domingo farnos

Stoos Stampede Phoenix - 2 views

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    Chandler, Arizona
    Fourteen of us spent Friday evening and all day Saturday exploring how to create better organizations.


     

    Group Synthesis

    A collective movement focused on humanity at work (and elsewhere).

    Systemic problems require radical change.

    Experiments with gift/gra
David Alvarez

Digital Differentiation ~ Cool Tools for 21st Century Learners - 9 views

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    The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths.
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
Luciano Ferrer

The Anatomy of a $300,000 Kickstarter Campaign (I) - 0 views

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    "The Anatomy of a $300,000 Kickstarter Campaign (I) A little over a year ago I successfully funded a new publishing platform called Ghost on Kickstarter. If you're interested in the back-story, I've covered that in a 5-part series which starts here. This is the story of my experience running a crowdfunding campaign. The good, the bad, and the sleepless."
Luciano Ferrer

El ser humano se bebe al planeta - 0 views

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    "La NASA acaba de hacer públicos los resultados de una investigación, publicados en la revista Nature, que revela que los seres humanos han alterado dramáticamente el suministro de agua. Tomando como base la monitorización vía satélite de los cambios experimentados en diferentes regiones del mundo a lo largo de 14 años, este estudio (al que han bautizado con el nombre de GRACE en honor a los satélites gemelos Gravity Recovery y Climate Experiment que participan en él), la agencia espacial ha analizado la pérdida de agua dulce, no sólo en lagos y ríos, sino también en nieve, hielo e, incluso, acuíferos. ..."
Luciano Ferrer

Brain Drain: The Mere Presence of One's Own Smartphone Reduces Available Cognitive Capacity: Journal of the Association for Consumer Research: Vol 2, No 2 - 0 views

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    "Our smartphones enable-and encourage-constant connection to information, entertainment, and each other. They put the world at our fingertips, and rarely leave our sides. Although these devices have immense potential to improve welfare, their persistent presence may come at a cognitive cost. In this research, we test the "brain drain" hypothesis that the mere presence of one's own smartphone may occupy limited-capacity cognitive resources, thereby leaving fewer resources available for other tasks and undercutting cognitive performance. Results from two experiments indicate that even when people are successful at maintaining sustained attention-as when avoiding the temptation to check their phones-the mere presence of these devices reduces available cognitive capacity. Moreover, these cognitive costs are highest for those highest in smartphone dependence. We conclude by discussing the practical implications of this smartphone-induced brain drain for consumer decision-making and consumer welfare."
Luciano Ferrer

Young & Creative | Nordicom - 0 views

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    "This book YOUNG & CREATIVE - Digital Technologies Empowering Children in Everyday Life aims to catch different examples where children and youth have been active and creative by their own initiative, driven by intrinsic motivation, personal interests and peer relations. We want to show the opportunities of digital technologies for creative processes of children and young people. The access to digital technology and its growing convergence has allowed young people to experiment active roles as cultural producers. Participation becomes a keyword when "consumers take media into their own hands". Digital technologies offer the potential of different forms of participatory media culture, and finally creative practices. YOUNG and CREATIVE is a mix of research articles, interviews and case studies. The target audience of this book is students, professionals and researchers working in the field of education, communication, children and youth studies, new literacy studies and media and information literacy."
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
Javier Carrillo

Infiniscope Homepage - 1 views

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    "Make learning an adventure! Ancient ruins or modern architecture. Exotic locales or your own backyard. Our new virtual tour builder can deliver the experience to your doorstep. Join the Infiniscope Summer VT Workshop to get early access to our exclusive new tool along with step-by-step guidance on designing and building a dynamic multimedia VT."
Luciano Ferrer

Teaching climate science & action - the 4-7 year old version - 0 views

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    "Teaching climate science & action can seem daunting: for university-level lecturers, teaching to younger children can be quite intimidating. For primary-level teachers, the science and scope can seem too vast and fast changing to cover. For everyone, the content can be overwhelming. As adults, how do we present this topic to children: give them the information they need without crushing them? I decided to face the challenge, and over the course of one rather sleepless night, put together some materials for my 6 year-old son's class. This post summarizes and communicates that experience, in the hope that others can take ideas and inspiration, and will be encouraged to volunteer to teach about climate in primary schools. Teaching and engagement in schools is now part of all of our work, as researchers, academics, parents, activists, advocates, so I hope this idea spreads. The 4-part lesson plan worked quite well: the topics & materials held the children's attention, gave them varied aspects to think about and interact with, and they seemed to come away with deeper understanding. The whole thing took roughly 1 hour. This is doable!"
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