Connectivism as Learning Theory
Group items tagged
43More
shared by Carlos Magro on 21 Apr 14
- No Cached
Half an Hour: Connectivism as Learning Theory - 2 views
halfanhour.blogspot.com.es/...tivism-as-learning-theory.html
Downes connectivism theory learning #REDucacion
shared by Carlos Magro on 21 Apr 14
- No Cached
-
-
Here is their effort to prove that connectivism is a learning theory
-
"Connectivism has a direct impact on education and teaching as it works as a learning theory. Connectivism asserts that learning in the 21st century has changed because of technology, and therefore, the way in which we learn has changed, too.
- ...40 more annotations...
-
Not too long ago, school was a place where students memorized vocabulary and facts. They sat in desks, read from a textbook, and completed worksheets. Now, memorization is not as prevalent because students can just “Google it” if they need to know something."
-
Though this is not very accurate,
-
What is a Learning Theory
-
theories explain
-
Explaining why learning occurs has two parts:
-
They're not taxonomies, in which a domain of enquiry is split into types, steps or stages
-
Theories answer why-questions
-
They identify underlying causes, influencing factors, and in some cases, laws of nature.
-
first, describing what learning is, and second, describing how it happens
-
The question of how learning occurs is therefore the question of how connections are formed between entities in a network
-
A learning theory, therefore, describes what learning is and explains why learning occurs.
-
What is Learning?
-
According to connectivism, learning is the formation of connections in a network
-
in behaviourism, learning is the creation of a habitual response in particular circumstances
-
in instructivism, learning is the successful transfer of knowledge from one person (typically a teacher) to another person (typically a student)
-
in constructivism, learning is the creation and application of mental models or representations of the world
-
Thomas Kuhn called this the incommensurability of theories.
-
The sort of connections I refer to are between entities (or, more formally, 'nodes'). They are not (for example) conceptual connections in a concept map. A connection is not a logical relation.
-
A connection exists between two entities when a change of state in one entity can cause or result in a change of state in the second entity."
-
How Does Learning Occur?
-
They're not handbooks or best-practices manuals
-
In both cases, these networks 'learn' by automatically adjusting the set of connections between individual neurons or nodes
-
In behaviourism, learning takes place through operant conditioning, where the learner is presented with rewards and consequences
-
In instructivism, the transfer of knowledge takes place through memorization and rote. This is essentially a process of presentation and testing
-
In constructivism, there is no single theory describing how the construction of models and representations happens - the theory is essentially the proposition that, given the right circumstances, construction will occur
-
four major categories of learning theory
-
which describe, specifically and without black boxes, how connections are formed between entities in a network
-
Hebbian rules
-
the principles of quality educational design are based on the properties of networks that effectively respond to, and recognize, phenomena in the environment.
-
Back Propagation
-
Boltzmann
-
what is knowledge a connectivist will talk about the capacity of a network to recognize phenomena based on partial information, a common property of neural networks.
-
Additionally, the question of how we evaluate learning in connectivism is very different.
-
a connectivist model of evaluation involves the recognition of expertise by other participants inside the network
-
Contiguity -
-
autonomy, diversity, openness, and interactivity
-
where learning is
-
the ongoing development of a richer and richer neural tapestry
-
the essential purpose of education and teaching is not to produce some set of core knowledge in a person
-
but rather to create the conditions in which a person can become an accomplished and motivated learner in their own right
1More
Who's Asking? - Alfie Kohn - 0 views
-
"It seems only fitting to explore the role of questions in education by asking questions about the process of doing so. I propose that we start with the customary way of framing this topic and then proceed to questions that are deeper and potentially more subversive of traditional schooling. 1. WHICH QUESTIONS? To begin, let's consider what we might ask our students. The least interesting questions are those with straightforward factual answers. That's why a number of writers have encouraged the use of questions described variously as "true" (Wolf, 1987), "essential" (Simon, 2002), "generative" (Perkins, 1992; Perrone, 1998), "guiding" (Traver, 1998), or "fertile" (Harpaz & Lefstein, 2000). What the best of these share is that they're open-ended. Sometimes, in fact, no definitive right answer can be found at all. And even when there is one - or at least when there is reason to prefer some responses to others - the answer isn't obvious and can't be summarized in a sentence. Why is it so hard to find a cure for cancer? Do numbers ever end? Why do people lie? Why did we invade Vietnam? Grappling with meaty questions like these (which were among those generated by a class in Plainview, NY) is a real project . . . literally. A question-based approach to teaching tends to shade into learning that is problem- (Delisle, 1997) and project-based (Kilpatrick, 1918; Blumenfeld et al., 1991; Wolk, 1998). Intellectual proficiency is strengthened as students figure out how to do justice to a rich question. As they investigate and come to understand important ideas more fully, new questions arise along with better ways of asking them, and the learning spirals upwards. Guiding students through this process is not a technique that can be stapled onto our existing pedagogy, nor is it something that teachers can be trained to master during an in-service day. What's required is a continual focus on creating a classroom that is about thinking rather
1More
shared by Luciano Ferrer on 01 Jul 18
- No Cached
Educated Hope in Dark Times: The Challenge of the Educator-Artist as a Public Intellectual - 0 views
truthout.org/...rtist-as-a-public-intellectual
education giroux criticalpedagogy pedagogy article social neoliberal
shared by Luciano Ferrer on 01 Jul 18
- No Cached
-
"... Reclaiming pedagogy as a form of educated and militant hope begins with the crucial recognition that education is not solely about job training and the production of ethically challenged entrepreneurial subjects and that artistic production does not only have to serve market interests, but are also about matters of civic engagement and literacy, critical thinking, and the capacity for democratic agency, action, and change. It is also inextricably connected to the related issues of power, inclusion, and social responsibility.[2] If young people, artists, and other cultural workers are to develop a deep respect for others, a keen sense of the common good, as well as an informed notion of community engagement, pedagogy must be viewed as a cultural, political, and moral force that provides the knowledge, values, and social relations to make such democratic practices possible. In this instance, pedagogy needs to be rigorous, self-reflective, and committed not to the dead zone of instrumental rationality but to the practice of freedom and liberation for the most vulnerable and oppressed, to a critical sensibility capable of advancing the parameters of knowledge, addressing crucial social issues, and connecting private troubles into public issues. Any viable notion of critical pedagogy must overcome the image of education as purely instrumental, as dead zones of the imagination, and sites of oppressive discipline and imposed conformity. ..."
1More
shared by Luciano Ferrer on 09 Jan 18
- No Cached
Small Changes in Teaching: The First 5 Minutes of Class - 0 views
www.chronicle.com/...234869
education article lang 5minutes start tips metacognition inspiration teaching class memory writing
shared by Luciano Ferrer on 09 Jan 18
- No Cached
-
"Open with a question or two. Another favorite education writer of mine, the cognitive psychologist Daniel Willingham, argues that teachers should focus more on the use of questions. "The material I want students to learn," he writes in his book Why Don't Students Like School?, "is actually the answer to a question. On its own, the answer is almost never interesting. But if you know the question, the answer may be quite interesting." My colleague Greg Weiner, an associate professor of political science, puts those ideas into practice. At the beginning of class, he shows four or five questions on a slide for students to consider. Class then proceeds in the usual fashion. At the end, he returns to the questions so that students can both see some potential answers and understand that they have learned something that day. What did we learn last time? A favorite activity of many instructors is to spend a few minutes at the opening of class reviewing what happened in the previous session. That makes perfect sense, and is supported by the idea that we don't learn from single exposure to material - we need to return frequently to whatever we are attempting to master.But instead of offering a capsule review to students, why not ask them to offer one back to you?Reactivate what they learned in previous courses. Plenty of excellent evidence suggests that whatever knowledge students bring into a course has a major influence on what they take away from it. So a sure-fire technique to improve student learning is to begin class by revisiting, not just what they learned in the previous session, but what they already knew about the subject matter.Write it down. All three of the previous activities would benefit from having students spend a few minutes writing down their responses. That way, every student has the opportunity to answer the question, practice memory retrieval from the previous session, or surface their prior knowledge - and not just the students most likely to
1More
shared by Luciano Ferrer on 23 Feb 16
- No Cached
16 Great Educational Web Tools and Apps for Inquiry-based Learning ~ Educational Techno... - 0 views
www.educatorstechnology.com/...tional-web-tools-and-apps.html
education questions webapp resources tic video
shared by Luciano Ferrer on 23 Feb 16
- No Cached
-
"As a learning strategy, inquiry-based learning is all about learners constructing their own understanding and knowledge through asking questions. Unlike traditional learning methods that focus primarily on drills, memorization and rote learning, inquiry-based learning is essentially student-centered. It starts with posing questions and directly involves students in challenging hands-on activities that drive students to ask more questions and explore different learning paths. In today's post, we have assembled a collection of some useful web tools and apps that support the ethos of inquiry-based learning. Using these tools will enable students to engage in a wide range of learning tasks that are all driven by a sense of inquiry and questioning."
43More
The Computer Delusion - The Atlantic - 7 views
-
IN 1922 Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and ... in a few years it will supplant largely, if not entirely, the use of textbooks."
-
William Levenson, the director of the Cleveland public schools' radio station, claimed that "the time may come when a portable radio receiver will be as common in the classroom as is the blackboard.
-
B. F. Skinner, referring to the first days of his "teaching machines," in the late 1950s and early 1960s, wrote, "I was soon saying that, with the help of teaching machines and programmed instruction, students could learn twice as much in the same time and with the same effort as in a standard classroom."
- ...39 more annotations...
-
a bridge to the twenty-first century ... where computers are as much a part of the classroom as blackboards
-
We could do so much to make education available twenty-four hours a day, seven days a week, that people could literally have a whole different attitude toward learning
-
Larry Cuban, a professor of education at Stanford University and a former school superintendent, observed that as successive rounds of new technology failed their promoters' expectations, a pattern emerged
-
Today's technology evangels argue that we've learned our lesson from past mistakes
-
The promoters of computers in schools again offer prodigious research showing improved academic achievement after using their technology
-
killed its music program last year to hire a technology coordinator
-
The possibilities of using this thing poorly so outweigh the chance of using it well, it makes people like us, who are fundamentally optimistic about computers, very reticent
-
Perhaps the best way to separate fact from fantasy is to take supporters' claims about computerized learning one by one and compare them with the evidence in the academic literature and in the everyday experiences I have observed or heard about in a variety of classrooms.
-
Computers improve both teaching practices and student achievement.
-
Computer literacy should be taught as early as possible; otherwise students will be left behind.
-
To make tomorrow's work force competitive in an increasingly high-tech world, learning computer skills must be a priority.
-
Technology programs leverage support from the business community—badly needed today because schools are increasingly starved for funds.
-
Work with computers—particularly using the Internet—brings students valuable connections with teachers, other schools and students, and a wide network of professionals around the globe.
-
Connecting K-12 Schools to the Information Superhighway
-
begins by citing numerous studies that have apparently proved that computers enhance student achievement significantly
-
n the early 1980s Apple shrewdly realized that donating computers to schools might help not only students but also company sales, as Apple's ubiquity in classrooms turned legions of families into Apple loyalists
-
there is scant evidence of greater student achievement.
-
They're especially weak in measuring intangibles such as enthusiasm and self-motivation
-
Computers in classrooms are the filmstrips of the 1990s
-
Apple quickly learned that teachers needed to change their classroom approach to what is commonly called "project-oriented learning
-
students learn through doing and teachers act as facilitators or partners rather than as didacts.
-
the guide on the side instead of the sage on the stage
-
But what the students learned "had less to do with the computer and more to do with the teaching,
-
Even in success stories important caveats continually pop up. The best educational software is usually complex — most suited to older students and sophisticated teachers.
-
Part of the answer may lie in the makeup of the Administration's technology task force
-
Each chapter describes various strategies for getting computers into classrooms, and the introduction acknowledges that "this report does not evaluate the relative merits of competing demands on educational funding
-
Hypertext Minds
-
Today's parents, knowing firsthand how families were burned by television's false promises, may want some objective advice about the age at which their children should become computer literate
-
Opinions diverge in part because research on the brain is still so sketchy, and computers are so new, that the effect of computers on the brain remains a great mystery.
-
that the mediated world is more significant than the real one.
-
n the past decade, according to the presidential task force's report, the number of jobs requiring computer skills has increased from 25 percent of all jobs in 1983 to 47 percent in 1993
-
told me the company rarely hires people who are predominantly computer experts, favoring instead those who have a talent for teamwork and are flexible and innovative
-
Many jobs obviously will demand basic computer skills if not sophisticated knowledge. But that doesn't mean that the parents or the teachers of young students need to panic.
-
NEWSPAPER financial sections carry almost daily pronouncements from the computer industry and other businesses about their high-tech hopes for America's schoolchildren
-
High-tech proponents argue that the best education software does develop flexible business intellects
-
IT is hard to visit a high-tech school without being led by a teacher into a room where students are communicating with people hundreds or thousands of miles away — over the Internet or sometimes through video-conferencing systems (two-way TV sets that broadcast live from each room).
-
The free nature of Internet information also means that students are confronted with chaos, and real dangers
-
We need less surfing in the schools, not more
-
chooling is not about information. It's getting kids to think about information. It's about understanding and knowledge and wisdom
-
The Atlantic covers consequential news and ideas in politics, business, entertainment, technology, health, education, and global affairs.
1More
Twitter y educación, ejemplos de uso e ideas. También podés colaborar. Por @_... - 0 views
-
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, makin
1More
shared by Luciano Ferrer on 01 Apr 18
- No Cached
Sufficiency: Moving beyond the gospel of eco-efficiency | Friends of the Earth Europe - 0 views
www.foeeurope.org/sufficiency
education technology sustainability economy capitalism debate pdf consumerism colapse
shared by Luciano Ferrer on 01 Apr 18
- No Cached
-
"To revert the current ecological overshoot and build a sustainable society, we have to collectively engage in changing our economic model. "Sufficiency: moving beyond the gospel of eco-efficiency" suggests introducing hard limitations to unsustainable trends-in particular to overconsumption-and putting emphasis on distributional justice. Seven chapters written by sustainability and economics experts plus a foreword by Janez Potočnik (Co-chair of the International Resource Panel and former European Commissioner for the Environment) shed light on different angles of sufficiency and formulate concrete recommendations to EU policy makers. The booklet ends with a discussion of several eco-social policies that can start the transition towards an "economics of enough". Many new ideas for an economic paradigm shift have been developed and discussed at the academic and grassroots levels in recent years. The aim of this booklet is to build on a rich body of knowledge and bring these ideas to the attention of engaged citizens and policy makers in order to advance the debate on how to implement sufficiency."
1More
Sample Maker Rubric, by Lisa Yokana - 0 views
-
"This sample rubric from Lisa Yokana can help guide efforts to assess the materials and knowledge students come to understand through the process of making, as well as the habits of mind and qualities they demonstrate. For more information, read the associated post: "Creating an Authentic Maker Education Rubric." For an editable version of this rubric, check out this "Editable Sample Rubric.""
1More
Teaching in a Digital Age, by @drtonybates - 0 views
-
"The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (final version): 1 April 2015."
1More
Jacque Fresco - A Story of Change, by - 0 views
-
""Every action and decision we take - or don't - ripples into the future. For the first time we have the capability, the technology, and the knowledge to direct these ripples." Jacque Fresco Music: Protect Life, Human Nature, Koolen, Leelo - Eric Serra"
1More
Small Changes in Teaching: The Last 5 Minutes of Class - 0 views
-
"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
1More
learn @ konoz - 0 views
-
"konoz es un sitio web en que YouTubers pueden transformar sus videos en cursos, y los estudiantes pueden apoyar financieramente a sus creadores favoritos. Puedes pensar en konoz como un Khan Academy personal para educadores de YouTube."
1More
La escuela inteligente #DavidPerkins, informadas, dinámicas, reflexivas - 0 views
-
"... son las que se mantienen atentas a todo posible progreso en el campo de la enseñanza y el aprendizaje. La escuela inteligente debe poseer tres características: Estar informada: los directores, los docentes y los alumnos saben mucho sobre el pensamiento y el aprendizaje humanos y sobre el funcionamiento óptimo de la estructura y la cooperación escolar. Ser dinámica: no necesita sólo información sino un espíritu enérgico. Las medidas que se toman tienen por objeto generar energía positiva en la estructura escolar, en la dirección y en el trato dispensado a maestros y alumnos. Ser reflexiva: es un lugar de reflexión en la doble connotación del término: atención y cuidado. En primer lugar, quienes la integran son sensibles a las necesidades del otro y lo tratan con deferencia y respeto. En segundo lugar, la enseñanza, el aprendizaje y la toma de decisiones giran en torno del pensamiento. Poseedora de esas características, la escuela inteligente persigue, como mínimo, tres metas generales respecto del conocimiento: Retención. Comprensión. Uso activo. Hay una expresión que engloba a todas las metas: conocimiento generador, es decir, conocimiento que no se acumula sino que actúa para enriquecer la vida de las personas y ayudarlas a comprender el mundo y a desenvolverse en él. Esta característica se opone a la del pensamiento pobre de la generalidad de la escuela, donde los estudiantes no saben pensar valiéndose de lo que saben. El pensamiento pobre se produce por dos grandes deficiencias en cuanto a los resultados de la educación: el conocimiento frágil (los estudiantes no recuerdan, no comprenden o no usan activamente gran parte de lo que supuestamente han aprendido) y el conocimiento olvidado (el conocimiento ha desaparecido de la mente de los alumnos que alguna vez lo tuvieron y podrían haberlo recordado). Existen otras deficiencias tales como: Conocimiento inerte. Los alumnos son incapaces de recordar los c
1More
shared by Luciano Ferrer on 23 Dec 15
- No Cached
El mapa de sabores de la lengua es un mito desde 1974 | Mi dieta cojea - 0 views
midietacojea.com/...a-lengua-es-un-mito-desde-1974
education biology myth tongue knowledge mythbuster
shared by Luciano Ferrer on 23 Dec 15
- No Cached
-
"Es increíble cómo las personas podemos dar por sentadas ciertas cosas incluso cuando su refutación está a 5 metros y 3 segundos de distancia. ¿De dónde surge el mito del mapa de sabores? Desde hace más de un siglo, en 1901, Hanig, un científico alemán concluyó tras un estudio que la sensibilidad a diferentes sabores de la lengua varía por lugares. Podríamos decir que es el origen de el típico mapa de sabores que se ha dado a conocer en todas nuestras escuelas, institutos y universidades. Mapa de sabores de la lengua Mapa de sabores de la lengua. Fuente: xatakaciencia Concluyan ustedes mismos si esa conclusión justifica la creación de un mapa semejante. De este pequeño "descubrimiento" la información se ha ido tergiversando en muchos sentidos, desde acercamientos más prudentes que simplemente decía que 'había más concentración de papilas gustativas en ese punto', hasta que las papilas de esas localizaciones 'solo podían detectar ese sabor'. Curiosamente, este tema viene muy a colación de uno de los post recientes, ¿son suficientes las justificaciones de la dieta paleo?, y es que el propio mapa de sabores era justificado desde un punto de vista del utilitarismo evolutivo, que muchas veces nos dice que 'estamos diseñados para', o que ciertas cosas en nuestro cuerpo responden a "motivos", y no evolución. Casi rozando el diseño inteligente. Con esta misma premisa, se llegó a explicar el mapa de la siguiente manera: Como la mayoría de venenos son amargos, las papilas gustativas que mejor los detectan están al fondo, para en última instancia poder vomitar o evitar tragarlos. Como el dulce está asociado a energía, y en épocas de escasez era interesante introducirlo, por eso produce una sensación agradable. A su vez, está al principio de la lengua para permitirnos identificar alimentos. Estas eran entre otras, las argumentaciones que se daban para explicarlo, (curiosamente nunca he encontrado un motiv
1More
shared by Luciano Ferrer on 02 Jan 16
- No Cached
Graduate XXI » La educación bizarra: ¿los tutoriales son el reverso de la esc... - 0 views
futuroeducativo.com/erso-de-la-escuela-tradicional
education bizarre elearning video videos tic collaborative social knowledge
shared by Luciano Ferrer on 02 Jan 16
- No Cached
-
""¿Cómo tener una mente más flexible?", "¿Cómo vestir bien?", "¿Cómo desclorizar agua?", "¿Cómo evitar el suicidio?" o "¿Cómo aprender álgebra?". Estas preguntas y cientos de miles de otras parecidas son la "educación bizarra": los portales de infinitos tutoriales para "aprender todo" (más allá de lo que enseñan las escuelas). Los portales para aprender todo contestan preguntas. Son parte de una categoría inclasificable de la nueva educación. Son tutoriales, portales de "cómo hacerlo" (how to), sitios de curiosidades dominados por el aprendizaje concreto paso a paso. En los últimos cinco años han tenido un crecimiento exponencial. Algunos ejemplos lo demuestran: WikiHow es el mejor ejemplo de la educación bizarra. Es uno de los 200 portales con más visitas del mundo, tiene 189 mil artículos en 15 idiomas, elaborados colaborativamente por sus usuarios. Este nuevo "mundo educativo" tiene apenas una decena de empleados y sus headquarters son una casa en Palo Alto (foto de la portada). About.com tiene 3.5 millones de artículos escritos por su enorme staff de 1.000 empleados, especialistas en las más diversas áreas imaginables. Tiene más de 80 millones de visitantes por mes y se define como "la mayor fuente mundial de conocimiento experto en internet". Ehow tiene como misión "hacer la vida más fácil". Con 74 millones de visitas mensuales es el otro gigante del mercado. Su lema es "si necesitás arreglar, construir, crear o aprender, eHow te ofrece soluciones prácticas a los problemas que la vida te arroja". Instructables, cuya traducción sería "instruibles", es un sitio donde se promueve "explorar, documentar y compartir tus creaciones". Es una especie de cocina (llena de recetas) sobre cómo se hace todo. Es un taller de hacedores que comparten (su lema es "shake what you make"). Otros portales de tutoriales con millones de visitas son: Mahalo, FindHow y How Staff W
1More
Destronemos el contenido y entronicemos el contexto | XarxaTIC - 0 views
-
"El contenido, mal les pese a algunos, ha dejado de ser el rey en nuestras aulas. Seguir usando metodologías centradas en el mismo y, en la capacidad de retención puntual de nuestros alumnos para, en unos exámenes que cada vez demuestran menos, poder soltar todo eso que, al poco, va a ser rápidamente olvidado y sustituido por nuevos contenidos, no tiene demasiado sentido. Cuando el contenido está al alcance de un clic quizás, lo que conviene, es dejar de adorarlo y pasar a entronizar otro tipo de cuestiones en el aula. ¿Y qué entronizamos? ¿Qué nos garantiza un aprendizaje eficaz que cumpla con las expectativas que nos exige la sociedad? ¿Qué mecanismo, si minimizamos el contenido -eliminarlo del todo como propugnan algunos tampoco es plan-, es el que debemos analizar para garantizar el éxito de nuestros alumnos? Bueno, ¿y qué demonios significa que el rendimiento de un alumno sea exitoso si hemos quitado la posibilidad de esas evaluaciones memorísticas? Yo lo tengo meridianamente claro. Eso no significa que sea lo correcto pero sí lo que, después de unos años, llevo observando. La necesidad de entronizar el contexto. La necesidad de gestionar los lugares de aprendizaje. La necesidad de considerar más importante el saber encontrar soluciones para llegar a "X" que aprender de memoria cómo llegar a "X". Fuente: http://www.laps4.com/ Fuente: http://www.laps4.com/ Quizás es que plantear blancos o negros, reconvertidos en evaluaciones cada vez más numéricas, no tiene demasiado sentido en un contexto educativo en el que debemos primar el propio contexto. El trabajo en el aula y, como no, la habilidad para llegar a resultados (incluso que los mismos sean erróneos) debería ser mucho más importante que mecanizar los resultados en una hoja de papel o exponer contenidos que, como he dicho antes, están fácilmente disponibles desde cualquier equipo conectado a la red. Plantear estrategias relacionales es mucho más importante que estrategia
1More
shared by Luciano Ferrer on 19 Jan 18
- No Cached
Diez actividades para conocer mejor a tus alumnos - 0 views
androidenlaescuela.wordpress.com/...ra-conocer-mejor-a-tus-alumnos
education activities children knowledge recognize introduction creativity inspiration
shared by Luciano Ferrer on 19 Jan 18
- No Cached
-
"propuestas que te facilitarán acercarte a ellos, escuchar sus opiniones y sus puntos de vista, saber lo que les emociona o les preocupa. Hemos seleccionado diez actividades con las que puedes llegar a conocer mejor a tus alumnos y, al mismo tiempo, trabajar con ellos la creatividad, la expresión escrita y oral, el manejo de las nuevas tecnologías y otras habilidades.1. Escribir un autorretrato literario2. Descubrir La primera maravilla del mundo3. Documentar un día de su vida en imágenes4. Crear un póster o un mural con todo lo que les gusta5. Inmortalizar su lugar favorito6. Hablar durante un minuto de un tema que les encante7. Entrevistar a alguien especial8. Hacer una playlist de sus canciones favoritas9. Debatir sobre un tema de actualidad10. Twittear una frase que les emocione"