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Diego Santimateo

Curso 2015/2016: 8 Ideas para Llevar tu Clase más Allá - 5 views

www.examtime.com/...ideas-curso-2015-2016

administración educación

shared by Diego Santimateo on 01 Aug 15 - No Cached
  • Diego Santimateo on 01 Aug 15
     
    Web Gratuita para Crear, Compartir y Descubrir Recursos de Aprendizaje, así como para Planificar tus Estudios. Herramienta para aprendizaje y enseñanza.
  • Diego Santimateo on 01 Aug 15
     
    Herramienta para aprendizaje y enseñanza.
Diego Leal

When Networks Network - 2 views

www.sciencenews.org/...When_Networks_Network

redes interacción

shared by Diego Leal on 10 Apr 13 - No Cached
abrilarte liked it
  • Diego Leal on 10 Apr 13
     
    Revisión general de la investigación actual en el tema de redes. ¿Que relación puede tener con el aprendizaje? ¿Con el sistema educativo (como sistema complejo)?
  • Diego Santimateo on 15 Apr 13
     
    Se destaca la importancia de las redes distribuidas, lo que en el proceso de aprendizaje pudiera significar que no debemos depender de una única fuente de información. Respecto al sistema educativo, todos los nodos deben estar entrelazados para lograr los objetivos, pero cada uno de ellos debe contar con su actividad propia que puede ser el resultado de su vinculación con otros nodos. Una referencia
Diego Santimateo

Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red - 3 views

www.um.es/libro

seminarioII tral web2.0

shared by Diego Santimateo on 23 Apr 13 - No Cached
  • Diego Santimateo on 23 Apr 13
     
    Libro que trata sobre los fundamentos de los Entornos Personales de Aprendizaje.
Roberto Ivan Ramirez Avila

Congreso Virtual Mundial de e-Learning - Congreso e-Learning - 0 views

www.congresoelearning.org

universidad ple aprendizaje redes

shared by Roberto Ivan Ramirez Avila on 25 Apr 13 - No Cached
  • Roberto Ivan Ramirez Avila on 25 Apr 13
     
    Congreso Virtual Mundial de e-Learning en español - Educación a distancia - Aprendizaje mediado por tecnología - Aprendizaje electrónico
manorli

LAS COMUNIDADES VIRTUALES DE APRENDIZAJE: EL PAPEL CENTRAL DE LA COLABORACIÓN - 0 views

www.redalyc.org/articulo.oa

aprendizaje

shared by manorli on 07 Jul 16 - No Cached
  • manorli on 07 Jul 16
     
    Para comprender mejor las comunidades virtuales de aprendizaje
Roberto Ivan Ramirez Avila

Para que me sirvió mi APA en relación con mi PLE - 5 views

Inicio actividad de reflexión para compartir de manera colectiva las expectativas que he logrado obtener de las Actividades 1 y 2 (TRAL) acerca de lo que he obtenido de la configuración de mi APA y...

apa ple tecnología aprendizaje sistema estructura red ambiente entorno

started by Roberto Ivan Ramirez Avila on 14 Apr 13 no follow-up yet
wilson g

REVISTA PIXEL-BIT.NÚMERO 19. JUNIO 2002 - 0 views

www.sav.us.es/...art1904.htm

shared by wilson g on 11 Oct 13 - No Cached
  • la gestión del conocimiento.
    • wilson g
      wilson g on 11 Oct 13
       
      Otra forma de ver el aprendizaje, la gestión del conocimiento.
  • Flanders (1977) quien proponía un modelo para el análisis de la interacción entre profesor y alumno atendiendo al patrón pregunta-respuesta; Delamont (1985), o Villar Angulo (1985) o Medina (1988)
  • Desde los nuevos entonos educativos, el aula modifica sus dimensiones físicas y organizativas, modificándose también el rol del profesor y de los alumnos, de sus comportamientos y patrones de interacción (Hert-Lazarowitz, 1992; Salinas, 1995
  • ...4 more annotations...
  • aceptación, satisfacción y motivación del individuo en relación al grupo (Rafaeli y Sudweeks, 1997)
  • Para Espinosa (1999) el nivel de satisfacción de los participantes viene determinado por en nivel de moderación. La autora refiere que los grupos de trabajo o discusión donde existe la figura del moderador o coordinador, se presentan más satisfechos.
  • - otros como Levin, Kim y Riel (1990) a partir del análisis de contenido de la intervenciones analizan la estructura comunicativa partiendo de la sequencia pregunta (del profesor)-respuesta(del alumno)-evaluación (del profesor), para presentar posibles patrones de interacción electrónica; Rafaeli y Sudweeks (1997)determinan el grado de interacción en situaciones de comunicación electrónica en función del nivel que llega a alcanzar una secuencia de mensajes interrelacionados; Henri (1992) se centra en la naturaleza interactiva de los mensajes según estos respondan a mensajes anteriores de forma implícita o explícita y en la aplicación de habilidades cognitivas y metacognitivas; Gunawardena, Lowe y Anderson (1997) presentan un modelo de análisis de la interacción en relación a la construcción social del conocimiento. Estos analizan los intercambios de mensajes en relación a diferentes fases o etapas de una situación de aprendizaje colaborativo, que van desde el intercambio inicial de ideas y opiniones, determinación del grado de acuerdo o desacuerdo, construcción de nuevos significados, aportación de pruebas y argumentos para y contra estos y finalmente la construcción de acuerdos de síntesis o aplicación de los resultados a la solución de problemas.
  • 1. Análisis del contexto sociotécnico. Ofrece elementos de base sobre los que apoyar los resultados propios del análisis de la interacción en una situación concreta. 2. Análisis del nivel y dinámica de participación. Ofrece datos cuantitativos acerca del volumen de intervenciones, y en relación a quien participa, con qué intención y en qué momento del proceso. 3. Análisis de los patrones de interacción. Ofrece información sobre el proceso interactivo en relación a la forma en que se suceden los intercambios.
Francisco Morfin

The SOLE Challenge - 0 views

www.ted.com/sole_challenge

aprendizaje aprenderhaciendo aprendered

shared by Francisco Morfin on 31 Oct 13 - No Cached
  • Francisco Morfin on 31 Oct 13
     
    dejemos que el aprendizaje suceda...
Fernando Escobar

Entornos personales de aprendizaje - 0 views

tecnologiaedu.us.es/...ples_2014.pdf

libros aprendizaje en red APA educacion EduTec

shared by Fernando Escobar on 26 May 14 - No Cached
  • Fernando Escobar on 26 May 14
     
    LIbro colectivo que explora este tema...
Diego Leal

Open for Learning: The CMS and the Open Learning Network | in education - 1 views

www.ineducation.ca/...-cms-and-open-learning-network

LMS MOOC openeducation

shared by Diego Leal on 28 Mar 13 - Cached
  • Twenty-five years ago, Bloom and his colleagues demonstrated that the average student is capable of performing at a radically higher academic level than s/he generally does (Bloom, 1984).
  • I believe an important task of research and instruction is to seek ways of accomplishing this [academic success] under more practical and realistic conditions than the one-to-one tutoring, which is too costly for most societies to bear on a large scale.
  • In practice, the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs.
  • ...27 more annotations...
  • While many proponents of the CMS hoped that it would yield dramatic improvements in learning, the reality is that it is primarily used as an administrative toolbox. Consequently, we have yet to leverage the potential of the Web to yield the kinds of dramatic improvements that Bloom envisioned.
  • While improvements in efficiency are certainly beneficial to faculty members and students, the CMS has yet to yield consistently demonstrable, replicable, significant improvements in learning outcomes. Using Web technology primarily for the purposes of content distribution and secure communication between faculty and students in higher education is akin to using a desktop computer for a doorstop. A desktop can certainly work well for that purpose, but it falls far short of its intended use and its full potential.
  • After billions of dollars invested, we are left to conclude that educational technology has been "oversold and underused."
  • In his so-titled book, Cuban details his findings of an exhaustive study of educational technology investments in Silicon Valley (2001). His conclusions are not encouraging—he found little evidence that technology has yielded any significant changes in teaching practices (p. 130). On the contrary, Cuban concluded that "teachers used technology to maintain existing practices" rather than to "revolutionize" the way they teach their students (p. 138).
  • the industrial, course management model has its center of gravity in teachers generating content, teachers gathering resources, teachers grouping and sequencing information, and teachers giving the information to students (356).
  • There is much evidence to suggest that universities and other educational institutions have failed to perceive the difference between educating learners and simply providing them with information and content. Most institutions of higher education appear focused on . . . content coverage, course structure, and pre-existing time arrangments such as semesters and hours of credit than . . . issues such as learning and performance (365). 
  • the CMS imposes, or at least reinforces, artificial time constraints on learning and learning continuity. It does this by perpetuating the Industrial Era-inspired, assembly line notion that the semester-bound course is the naturally appropriate unit of instruction (Reigeluth, 1999).
  • the CMS continues to privilege the instructor as the locus of energy and action in the learning process.
  • the CMS continues to artificially situate instruction and learning inside walled gardens that are disconnected from the rich and vibrant networks of learners and content in the wider world.
  • Unless students fastidiously copy the content from their CMS courses and save the contact information of their classmates, the learning network connections they have made (both content and social) are essentially lost. If Facebook operated in such a manner, deleting users' friends, wall conversations, pictures, and other data every 14 weeks, users would be furious. They would leave Facebook in droves for applications that preserve their networks over time.
  • While perhaps a bit stylized, the typical CMS-delivered, content-centric, lecture-driven course complete with multiple-choice midterm and final exams, does little to prepare students to succeed in a world in which there will always be more new knowledge created every day than they can possibly access, much less assimilate, master, and apply. Given the overwhelming flow of data all around us, our job should be increasingly less focussed on making our students "knowledgeable" and focused instead more on making them "knowledge-able" (Wesch, 2009)
  • If we hope to prepare our students for success during their time at our institutions and in their working lives, we need to equip them with lifelong learning skills. This necessitates a view of learning that is not confined to discrete 14 or 15-week learning periods, loosely bundled together in what we generously call "degree programs." Lifelong learning is a continuous, not a discrete, phenomenon.
  • Sclater has argued that the term "learning management system" itself suggests "disempowerment—an attempt to manage and control the activities of the student by the university" (2008, p. 2). The tendencies of the CMS are not, he argues, just "minor irritations" but rather forces that "may overtly or subtly align the institutional processes with the software rather than having the system serve the requirements of the institution" (p. 3).
  • More than a decade ago, Reeves argued that we should focus on helping students learn with technology rather than from technology (1998).
  • The center of gravity in the CMS is decidedly on institutional and instructor efficiency and convenience, not student participation and learning. This should not be surprising given Cuban's findings that educational technology is used largely to "maintain existing practices" rather than to "revolutionize," or even change in any substantial way, teaching and learning practices (2001).
  • instructors have largely employed the CMS to automate the past, using it primarily as an instructional e-mail and content delivery system, bringing greater efficiency to old patterns and methods of instruction and course management.
  • To progress, the field of instructional design must recognize that learning is a human activity quite diverse in its manifestations from person to person, and even from day to day. The emphasis can then shift to developing pedagogical media that provide many alternative ways of teaching, which learners select as they engage in their educational experiences (p. 59).
  • Networked learners are beginning to self-organize faster than the schools that have traditionally served them. Thanks to the web, learners are becoming better informed, smarter, and more demanding of qualities missing from most educational institutions.
    • Diego Leal
      Diego Leal on 28 Mar 13
       
      Esto es real a gran escala?  Corresponde con los patrones observados en la mayoría de estudiantes formales? No aplica para estudiantes sino para 'aprendices'? Con qué características?
  • We may fruitfully update Freire's metaphor of "banking education" to a metaphor of "downloading learning." So much of what passes for innovative uses of instructional technology today, like the OpenCourseWare collections available from MIT and other universities, restricts learners to downloading files.
  • the paradigm of downloading learning "present[s] learners with one worldview and no opportunity to experience alternatives, hear the stories of others, or ask meaningful questions."
  • the best educational content—it draws people into arguments, explorations, discussions, and relationships that add depth, meaning, and value to that content.
  • it seems paradoxical that we would we put hundreds, thousands, or millions of learners in front of advanced communications technology so that they can simply retrieve data instead of interacting with each other around that data.
  • The OLN model implies a new role for the IT organization. Instead of attempting to provide every application and tool for every purpose, its focus shifts to maintaining the applications and data that are at the core of the institution's business.
  • This model maintains the "core set of functionality" Sclater suggests should remain within the purview of the institution while facilitating the kind of data exports and imports necessary to allow seamless integration and operation while opening the space necessary for learners to act as co-instructors and for teachers to act as co-learners in a dynamically generated space (9)
  • we do not predict or expect a move from a CMS to an OLN to result in a more stable, reliable learning environment. Nor do we necessarily think that such a move would result in dramatic cost savings. Neither of these factors should be the most influential drivers in a move toward an OLN. Institutions should transition from a CMS to an OLN because doing so is more conducive to accomplishing the short and long-term learning goals they have for their students.
    • Diego Leal
      Diego Leal on 28 Mar 13
       
      Esto es un poco problemático. La administración de una universidad, para bien o para mal, basará sus decisiones en la relación costo/beneficio existente.  Lamentablemente, no basta con hablar de qué es lo mejor en términos de aprendizaje...
  • moving away from the CMS toward a more open, flexible, modular, and interoperable learning infrastructure (Bush & Mott 2009) will help institutions, teachers, and learners more fully benefit from the affordances of the Web
  • our assertions about the weaknesses of the CMS paradigm should also be taken as critiques of the predominant pedagogical model in higher education. Specifically, we believe that institutions and instructors should aim to do more than just transfer knowledge from the professor, the library, and the textbook into their students' brains.
  • Diego Leal on 28 Mar 13
     
    Artículo de Jon Mott y David Wiley que contiene argumentos importantes cuestionando el sentido de los LMS.  El mismo razonamiento, a otra escala, aplica para el caso de los xMOOC.
abrilarte

¿Cómo encontrar un MOOC? - 0 views

noticias.iberestudios.com/como-encontrar-un-mooc/?fb_action_ids=10201046751873861&fb_action_types=og.likes&fb_source=timeline_og&action_object_map={%2210201046751873861%22%3A190971547720866}&action_type_map={%2210201046751873861%22%3A%22og.likes%22}&action_ref_map=[]

MOOC cursos en linea aprendizaje redes

shared by abrilarte on 21 May 13 - No Cached
  • abrilarte on 21 May 13
     
    Listado de MOOC's en inglés y español, 100% recomendable.
abrilarte

PLE Científico Emprendedor | Laboratorio de Ideas de Esquilo - 3 views

antoniogomezmartin.wordpress.com/...ple-cientifico-emprendedor

PLE tral redes

shared by abrilarte on 17 Apr 13 - No Cached
  • Pero concretamente en investigación, es importante decidir un nombre de investigador para usar siempre el mismo en todas las publicaciones.
    • abrilarte
      abrilarte on 30 Apr 13
       
      Anotando: definir mi ID para ir creando reputación digital
  • Diego Santimateo on 17 Apr 13
     
    Contribución para el entendimiento del concepto Ambiente Personal de Aprendizaje.
Diego Santimateo

Cómo organizar y compartir recursos tic con tus alumnos en la web | Recursos ... - 3 views

www.totemguard.com/...-tic-con-tus-alumnos-en-la-web

APA aprendizaje PLE tral

shared by Diego Santimateo on 18 Apr 13 - No Cached
  • Diego Santimateo on 18 Apr 13
     
    El APA es dinámico, en consecuencia necesitamos una herramienta para apoyar su administración, Symbaloo puede ayudar.
Diego Santimateo

La Piola y el desarrollo profesional docente con apoyo de TIC - 5 views

www.slideshare.net/...-con-apoyo-de-tic-presentation

tral APA aprendizaje tic

shared by Diego Santimateo on 19 Apr 13 - No Cached
abrilarte liked it
  • Diego Santimateo on 19 Apr 13
     
    La PIOLA instrumento orientado al mejor uso y provecho de las TICs.
  • fatima cardoso on 21 Apr 13
     
    Gracias Diego!
Roberto Ivan Ramirez Avila

Quinto Congreso Virtual Iberoamericano de Calidad en Educación Virtual y a Di... - 0 views

debate2013.eduqa.net

aprendizaje universidad redes

shared by Roberto Ivan Ramirez Avila on 25 Apr 13 - No Cached
  • Roberto Ivan Ramirez Avila on 25 Apr 13
     
    Congreso internacional que ocurre completamente en Internet, organizado por FLEAD con el auspicio de CREAD y UDUAL.
Gloria Cecilia Rios Muñoz

HERRAMIENTAS WEB 2.0 PARA EL AULA - 0 views

blog.scolartic.com/...ramientas-web-2-0-para-el-aula

aula herramientas TRAL

shared by Gloria Cecilia Rios Muñoz on 08 May 13 - No Cached
  • Gloria Cecilia Rios Muñoz on 08 May 13
     
    En el aula también necesitamos herramientas para facilitar y afianzar la enseñanza y el aprendizaje. ¡Es por esto, por lo que queremos compartirlas con vosotros!
marilievanos

Pangea - 0 views

pangea.org

TRAL aprendizaje redes educación

shared by marilievanos on 07 Jun 16 - No Cached
  • marilievanos on 07 Jun 16
     
    forcefetish.net Sun Joe 14.5 Amp Electric Pressure Washer 2030 PSI 1.76 GPM http://wildnlife.com/Neew help choosing CV boot guards http://www.rival-usa.com/ A state-of-the-art, multimedia vending machine designed for singing and instantly recording your own quality.
Fernando Escobar

Oportunidad Project - 0 views

www.oportunidadproject.eu

aprendizaje en red oer colaborativo e-learning educacion m

shared by Fernando Escobar on 21 May 14 - No Cached
  • Fernando Escobar on 21 May 14
     
    Proyecto lanzado desde la unión europea...Un enfoque emergente en Latinoamérica y Europa para el desarrollo de un Entorno Común de Educación Superior, a partir de las Prácticas Educativas Abiertas
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