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Contents contributed and discussions participated by Carlos Quintero

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TED | Themes - 1 views

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    TED ideas worth spreading
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Portafolio.com.co - Ciencia y Tecnología -> 'Mapa semántico' permitirá hacer ... - 0 views

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    'Mapa semántico' permitirá hacer búsquedas más específicas en Internet, y además detectar contexto
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bookgoo - Highlight the World - 0 views

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    Bookgoo allows you to highlight and annotate your documents in the same way you would mark up a piece of paper with a highlighter and pen!
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switchAbit - 0 views

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    switchAbit routes your content to multiple social services
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http://www.gliffy.com/ - 4 views

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    Create and Share Flow Charts, Diagrams, and More
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Cómo poner un buscador inteligente en un blog o sitio web - 0 views

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    PredictAd - Pon un buscador inteligente en tu web
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Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
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    About pedagogic 2.0
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
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WebCite query result - 0 views

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    Digital Natives, Digital Immigrants By Marc Prensky From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001) © 2001 Marc Prensky
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Flowgram - 1 views

shared by James OReilly on 08 Sep 08 - Cached
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    FlowGram es algo más que un PowerPoint mejorado, es una forma diferente e innovadora de presentar proyectos e ideas por Internet
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Tangler Discussion Forums - 0 views

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    Start a discussion forum for your website or group and get everyone talking. Sleek, hosted, easy to set-up and real time. 1000s already have. Learn More
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Engrade Online Gradebook - 0 views

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    Engrade is a free set of web-based tools for educators allowing them to manage their classes online while providing parents and students with 24/7 real-time online class information. It's private, secure, truly free, and unbelievably easy to use - so join over 50,000 teachers and start using Engrade today.
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SciVee | Make Your Research Known - 0 views

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    Usando el poder social de esta nueva Web SciVee divulga los mejores vídeos relacionados con la ciencia subidos por cerebritos de todo el mundo.
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TimeRime - View, create and compare timelines - 0 views

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    Linea del tyiempo en web2.0
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About | edmodo - 0 views

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    What is Edmodo? Edmodo is a private microblogging platform developed for use in the classroom by teachers and students. Edmodo provides teachers and students the ability to share notes, links, and files to foster communication inside and outside of the classroom. Teachers also have the ability to post alerts, assignments, and events to share with their students.
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PBS Teachers | learning.now . Using Blogs as a Novel Approach to Engage Students | PBS - 0 views

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    Using Blogs as a Novel Approach to Engage Students by Andy Carvin, 9:45AM
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mytalk.at : What do you like? - Share what's interesting to you. - 0 views

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    Mytalk.at is a place to discuss and share what is in the best interests of you.
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W3C Semantic Web Activity - 0 views

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    W3C Semantic Web Activity The Semantic Web provides a common framework that allows data to be shared and reused across application, enterprise, and community boundaries. It is a collaborative effort led by W3C with participation from a large number of researchers and industrial partners. It is based on the Resource Description Framework (RDF). See also the separate FAQ for further information.
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Cursos gratis, la primera comunidad virtual libre donde aprender y compartir / Wikilear... - 0 views

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    comunidades de wikis libres para aprender
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The Wolfram Demonstrations Project - 0 views

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    The Wolfram Demonstrations Project from elemntary education to the fromtiers of research
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