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Blanca Margarita Parra Mosqueda

Education - Free Software Directory - Free Software Foundation - 1 views

directory.fsf.org/educ

software free education

shared by Blanca Margarita Parra Mosqueda on 10 Aug 10 - Cached
  • Blanca Margarita Parra Mosqueda on 10 Aug 10
     
    Mucho para aprender a utilizar
caceros

The Web Is Dead. Long Live the Internet | Magazine - 2 views

www.wired.com/...1

web tech

shared by caceros on 18 Aug 10 - Cached
  • caceros on 18 Aug 10
     
    Revisando twitter esta manana encontre un link a esto en uno de mis seguidos. Tengo que leerlo...lo posteo por que me parece interesante
  • estelaripa on 19 Aug 10
     
    Hola Caceros, no dejes de revisar también la crítica que hace al artículo Dolores Dreig en su blog El caparazón.
  • caceros on 21 Aug 10
     
    Hola Esteralipa...me gusto la critica de Dolores...muy acertada. El articulo tiene un error en su titulo porque se refiere mas a las aplicaciones que se usan para la web (red) que para mi es esa cosa eterea llena de software, hardware que unen las muchisimas redes en ese espagetti. Creo que lo unico que puede matar a la red es un colapso en la distribucion de Energia global y eso se podra discutir en un futuro cuando la red se autosoporte con solar power o energias alternativas. Matrix puede no estar tan lejos de lo que pensamos. En realidad la evolucion de los sistemas informaticos es sorprendente, como el articulo lo dijo cuando dijo que hace una decada los web browsers eran fundamentales...hoy en dia aunque creo que eso sigue siendo valido ya no son tan fundamentales...pueden ser sustituidos por otras aplicaciones y mas orientadas al servicio que se provee. No vayamos lejos....elluminate solo necesita de Java para correr....el navegador es para tener el link al software y ya. A mi me ha gustado mucho Elluminate ya lo he manifestado. Pero definitivamente estoy de acuerdo las web como red esta y estara mas viva cada vez. Es sucio que por atraer trafico se atrevan a hacer cosas asi...eso de generar sensacionalismo es equivalente a spam...ya lo mencionaba Diego hoy cuando hizo referencia en la sesion sincronica. Muchas gracias por tu sugerencia
caceros

SOFTWARE EDUCATIVO y herramientas informáticas aplicables a la educación.: Na... - 3 views

materialesvirtuales.blogspot.com/...tales-tu-no-puedes-ser-mi.html

learning teacher

shared by caceros on 26 Aug 10 - Cached
  • caceros on 26 Aug 10
     
    Un poco fingidos los comentarios del nino...pero el video genera impresion, la musica ayuda.
Sergio Rueda

EducaRed España. Recursos educativos. Software educativo. - 0 views

www.educared.net/...index.jsp

innovar en educación tics y educación recursos

shared by Sergio Rueda on 12 Aug 10 - No Cached
  • Sergio Rueda on 12 Aug 10
     
    La fundación telefónica hace un esfuerzo sistemático y colaborativo para poner en pespectiva la utilización de los procesos web para la educación. Para docente curiosos e investigativos, aqui hay varios programas de interes en diferentes áreas formativas. Lo recomiendo para los docentes que quieren innovar, cacharrear y marcar su diferencia con sus alumnos,
  • Sergio Rueda on 12 Aug 10
     
    Para colegas curiosos e investigadores aqui nuevas herramientas de trabajo
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.
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