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estelaripa

elearnspace › Africa: Millenium Development Goals - 1 views

www.elearnspace.org/...ca-millenium-development-goals

elearning siemens abierto analisis africa objetivos del milenio desafio cambio

shared by estelaripa on 01 Sep 10 - Cached
  • social interactive potential of large-scale peer-based learning
  • Each node that joins the network amplifies the network’s potential for peer learning and participation.
  • Content duplication, scaling, and reproduction are far better managed by technology. One recorded lecture can be seen a thousand times online without significant increase in expense. The content broadcast of any course can be opened and shared online fairly easily, using simple tools like Skype, ustream, or Elluminate. Duplicating content – where we are now with open educational resources is easy and cheap. The exciting and fascinating potential available to educators around the world today is to engage in social, participative, and networked learning with students and colleagues. Technology can facilitate this, but the social dimensions of learning are still best managed by humans. This is the exact model Stephen Downes, Dave Cormier and I are utilizing in open courses (we are hosting an upcoming open course on personal learning environments and networks …if you’re interested, you can sign up here). Open courses offer a model of learning that enables educators to utilize existing learning activities and distribute them across a network. Sugata Mitra has demonstrated the value of peer and self-directed learning in India. In online learning, I think my work with Cormier and Downes has similarly demonstrated how people in networks can help each other to learn, even when more that 2300 learners are involved (our CCK08 course).
  • ...2 more annotations...
  • I can see no other model that provides the effectiveness of learning on a large enough scale to meet the current challenges in many of the worlds emerging economies. Traditional educational models simply cannot scale rapidly enough.
  • It will take no additional effort and time for us (Rita Kop, Stephen Downes, Dave Cormier) if 500 or 5000 learners from Africa join our open course in September.
  • estelaripa on 01 Sep 10
     
    Siemens analiza la posibilidad de los cursos abiertos u otros sist nuevos para cubrir las necesidades de países pobres para el desarrollo de los objetivos del milenio. Dice: dejar hacer a las tic y a las personas lo que hacen mejor respectivamente. Aún lo no leí pero me parece muy interesante...
leonel Rodriguez

Lo abierto como catálisis de la reforma en la educación - 3 views

www.educause.edu/...209246

TIC educación

shared by leonel Rodriguez on 26 Aug 10 - Cached
  • leonel Rodriguez on 26 Aug 10
     
    Paper de David Wiley sobre el movimiento de lo abierto en lo educativo.
Leopoldo J Quijada B

e libro, el Proyecto Facebook y la posuniversidad, Sistemas operativos Social... - 0 views

www.fundacion.telefonica.com/...la_posuniversidad_07_05_10.pdf

e libro

shared by Leopoldo J Quijada B on 16 Aug 10 - No Cached
  • Leopoldo J Quijada B on 16 Aug 10
     
    En esencia, el Proyecto Facebook fue un intento de construcción de un entorno colaborativo y abierto de educación, que se ajustara más a las maneras en que entendemos que se produce el conocimiento y menos a una tradición educativa que concibe a los alumnos como destinatarios y no actores de este proceso. Encontrarán aquí una descripción de su funcionamiento y algunos resultados alcanzados. Si bien no dudamos de que los detalles de esta experiencia pueden resultar de interés más allá de nuestro contexto, también creemos necesario reafirmar que el éxito de las experiencias debe situarse en un aquí y ahora.
Diego Leal

'Open Teaching': When the World Is Welcome in the Online Classroom - 2 views

chronicle.com/...124170

conectivismo OpenEducation OpenCourses

shared by Diego Leal on 01 Sep 10 - Cached
  • "We have to get away from this whole idea that universities own learning," says Alec V. Couros, who teaches his own open class as an associate professor of education at Regina, in Saskatchewan. "They own education in some sense. But they don't own learning."
  • But the difficult questions remain. Start with privacy. How do professors protect students who feel uncomfortable—or unsafe—communicating in a classroom on the open Web? How do they deal with learning content that isn't licensed for open use? What about informal students who want course credit? And, most basically, if professors offer the masses a chance to pull up a virtual seat in class, how do they make sure the crowd behaves?
  • "This is a very different way to learn," Ms. Drexler says. "I as a learner had to take responsibility. I had to take control of that learning process way more than I've had to do in any traditional type of course, whether it's face-to-face or online."
  • ...15 more annotations...
  • Partly, he says, it's about student privacy. But it's also about setting a learning context for paying students, meaning what they see and how their education is structured. If instructors don't control that context, he says, "they're in some sense abdicating their responsibilities to their own students."
  • Mr. Downes, who writes a well-known education technology blog called OLDaily, permits students to create private groups if they like. But that isn't the default position. He also argues that closed classes provide a lot of latitude for misbehavior, such as prejudice or acting inappropriately toward women. "People say, 'Well I'm a lot more comfortable in private,'" he says. "I sometimes think of that as meaning, 'I'm a lot more comfortable being a jerk in private.'"
    • Diego Leal
      Diego Leal on 01 Sep 10
       
      Estar en público y argumentar las posiciones personales en público es un elemento crítico de la actividad académica, no? Al final, de qué se trata la idea de "espacio seguro", al menos cuando se habla de educación de adultos?
  • distance educators also question how well the open-teaching model, which has been limited mostly to educational-technology courses, would apply to more-traditional subjects that may require more guidance for students.
  • At the end of the day, the popularity of open classes will depend on whether learning-management software companies like Blackboard make it easy to publish open versions of online courses,
  • GoingOn Networks' social learning platform allows designers to open up specific areas of the course site to public audiences or restrict other areas of the site to enrolled users. Penn tested the MOOC concept and the technology with a course in Global Environmental Sustainability in 2009. You can view it at https://pennlpscommons.org/.
  • There are certain foundational skills necessary for learning in an open online environment. Early research indicates the need for learners to practice digital responsibility (including management of personal privacy and respectful behavior), digital literacy (ability to find and vet resources as well as differentiate between valid and questionable resources), organization of online content, collaborating and socializing with subject matter experts and fellow students, and the ability to use online applications to synthesis content and create learning artifacts.
  • My biggest concern with this model is this: how can we effectively teach research and writing in a "MOOC"? That is, how can teachers provide consistent, reliable and useful feedback to so many students?
  • There is no doubt a size limit on effective tribal size. Larger numbers of people interacting around an issue tend to clump into clans of 3-12 students when working on a medium sized project or issue. I'd be interested to hear about what social structures emerge among active participants.
  • I really believe there is a distinction between open teaching and open learning. As a teacher, I could conduct my course in a completely closed environment, but offer my course materials in an open forum that anyone can freely access. Is that open or merely transparent? You begin to see a continnum emerging here. On the other hand, as a highly motivated learner, I could piece together a rich learning experience with open courseware in the absence of a teacher or facilitator. Though at some point, I may have to connect with other learners or subject matter experts who can supplement the materials.
  • My real issue is the lack of a feedback loop. I'm sure you have learning objectives and some of the students do graded assignments, but the rest is just unknowing wishful thinking.
  • Chedept wrote "At a minimum, learning is about demonstrated knowledge or skills."Really? So if you have no one to whom to demonstrate knowledge or skills, are you unlearned? Learning need not have such boundaries. Parents of pre-school-aged children see unbounded learning for the joy of discovery every single day.
  • Open courses may not be practical for all situations (I highly doubt any pedagogical model is the answer to all questions). Some courses require high levels of direct instruction or lab settings.
  • instead of the instructor being the sole source of guidance and information, she becomes a node among other nodes (important, even critical, but no longer the only or dominant one) in a learning network
  • I think it is important to remember the number of students that actively participate in the 'course' until completion. In the case of the 'MOOC' considered here, 2300 students enrolled, and less that 10% actively participated. While enrolment might be considered large, participation and contribution is much smaller. Another of these courses started with about 90 enrolled, and finished with about 8 participating. I considered this to be more of a TOOC = tiny online open course, than a MOOC.
  • I like the comments differentiating "open teaching" from "open learning". I recently gave a talk about the latter, leveraging social networking tools to create a global learning community: http://bit.ly/mmo-learning
  • Diego Leal on 01 Sep 10
     
    Artículo de The Chronicle of Higher Education, hablando acerca de las experiencias de los cursos abiertos realizados por David Wiley, Stephen Downes, George Siemens y Dave Cormier. Los comentarios muestran objeciones y preguntas válidas a estos experimentos.
MARGARITA PATIÑO

Redes sociales y espacios universitarios Conocimiento e innovación abierta en... - 0 views

rusc.uoc.edu/...v9n1-esp

conocimiento distribuido educación superior redes sociales innovación abierta

shared by MARGARITA PATIÑO on 26 Mar 12 - No Cached
  • MARGARITA PATIÑO on 26 Mar 12
     
    la pujanza de la sociedad de las tecnologías y de la información, y la irrupción del fenómeno de la web 2.0 en los contextos formativos universitarios han provocado un profundo viraje en las funciones que deben desempeñar los docentes. la capacitación didáctica y tecnológica del profesorado se está convirtiendo en un imperativo para hacer frente a las nuevas situaciones de enseñanza-aprendizaje desarrolladas en escenarios virtuales y/o con el apoyo de herramientas tecnológicas. En el presente trabajo se enuncian las competencias didácticas, tecnológicas y tutoriales que deben defi nir al docente 2.0 que desempeña sus tareas inmerso en entornos tecnológicos, las cuales están directamente relacionadas con aspectos intrínsecos al modelo instructivo adoptado, al contexto y a las nuevas herramientas mediadoras. Esas competencias profesionales van a plasmarse en la orientación dispensada a los estudiantes, en su capacidad para el diseño de materiales didácticos multimedia motivadores, en la formulación de actividades colaborativas, etc. Cita recomendada Del MoRAl, Mª Esther; vIllAlUSTRE, lourdes (2012). «Didáctica universitaria en la era 2.0: competencias docentes en campus virtuales» [artículo en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC). vol. 9, n.º 1, págs. 36-50 UoC. [Fecha de consulta: dd/mm/aa]. ISSn 1698-580X
Carlos Lizarraga Celaya

Reflections on open courses. George Siemmens, Connectivism Blog - 1 views

www.connectivism.ca/?p=267

educación TIC aprendizaje education investigación open courses connectivism siemmens blog

shared by Carlos Lizarraga Celaya on 21 Aug 10 - Cached
  • leonel Rodriguez on 21 Aug 10
     
    Post de George Siemmens
  • Carlos Lizarraga Celaya on 24 Aug 10
     
    G. Siemmens en su blog Connectivism narra sus experiencias e historia de su trabajo con cursos abiertos.
Minerva Bueno

Pedagogia del caos - 0 views

pedablogia1.blogspot.com/2007_12_01_archive.html

didática

shared by Minerva Bueno on 04 Aug 10 - Cached
  • Minerva Bueno on 04 Aug 10
     
    "La Pedagogía del caos, en términos generales consiste en una serie de procesos, que permiten combinar la semiótica verbal, con la semiótica de la imagen, donde se desarrolla el pensamiento lateral, global, visual, instantáneo, intuitivo, abierto a las fantasías caóticas y a las vivencias inusuales del impacto de lo aleatorio, donde el sujeto no se limita en lo dado y predeterminado por la ciencia y la cultura, sino explora, libre y en forma lúdica, recreando e inventando nuevos conceptos y significados."
Minerva Bueno

ENSEÑANZA FLEXIBLE, APRENDIZAJE ABIERTO. LAS REDES COMO HERRAMIENTAS PARA LA ... - 0 views

www.uib.es/...revelec10.html

aprendizajeabierto

shared by Minerva Bueno on 04 Aug 10 - Cached
  • Minerva Bueno on 04 Aug 10
     
    "Para ello deben ponerse en juego una variedad de tecnologías de la comunicación que proporcionen la flexibilidad necesaria para cubrir necesidades individuales y sociales, lograr entornos de aprendizaje efectivos, y para lograr la interacción de estudiantes y profesores. En este contexto, la explotación de las posibilidades de las TIC en relación a las experiencias de enseñanza flexible debe tender a lograr los siguientes objetivos: - Constituir un medio de solucionar necesidades de una educación más individual y flexible relacionada con necesidades tanto individuales como sociales. - Mejorar el acceso a experiencias educativas avanzadas - Mejorar la calidad y efectividad de la interacción"
leonel Rodriguez

La retorica de lo abierto - 2 views

www.ilhn.com/...ercoles-7-de-setiembre-de-2010

educación TIC education learning Doctic

shared by leonel Rodriguez on 08 Sep 10 - No Cached
  • leonel Rodriguez on 08 Sep 10
     
    Interesante entrada de Alejandro Piscitelli sobre los peligros de la reforma a la reforma en la educación
leonel Rodriguez

Caracteristicas de un curso en libre,abierto y en linea - 2 views

www.nodosele.com/...icas-para-un-buen-curso-online

e-learning Conectivismo Doctic

shared by leonel Rodriguez on 14 Sep 10 - No Cached
  • leonel Rodriguez on 14 Sep 10
     
    Muestra un video de D Cormier sobre 9 aspectos a tener en cuenta en los MOOC
Carolina Cataño

doctic - 15 views

http://carolinacatave.blogspot.com/?spref=tw

curso abierto tic aprendizaje UPB Maestria educacion doctic doctic3y4

started by Andrés Peláez on 02 Feb 12 2 follow-ups, last by Carolina Cataño on 07 Feb 12
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