Connectivism as Learning Theory
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shared by Luciano Ferrer on 28 Nov 20
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Advertencia de los científicos sobre la riqueza - 0 views
www.climaterra.org/...nt%C3%ADficos-sobre-la-riqueza
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shared by Luciano Ferrer on 28 Nov 20
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"El consumo de los hogares acomodados en todo el mundo es, con mucho, el determinante y el acelerador más fuerte del aumento de los impactos ambientales y sociales mundiales. Thomas Wiedmann, Manfred Lenzen, Lorenz T. Keyßer & Julia K. Steinberger Nature Communications volumen 11, número de artículo: 3107 (2020) Citar este artículo Resumen Durante más de medio siglo, el crecimiento mundial de la riqueza ha aumentado continuamente el uso de recursos y las emisiones contaminantes mucho más rápidamente que éstas se han reducido gracias a una mejor tecnología. Los ciudadanos ricos del mundo son responsables de la mayoría de los impactos ambientales y son fundamentales para cualquier perspectiva futura de volver a condiciones ambientales más seguras. Resumimos las pruebas y presentamos posibles enfoques de solución. Cualquier transición hacia la sostenibilidad sólo puede ser efectiva si los cambios de gran alcance en el estilo de vida complementan los avances tecnológicos. Sin embargo, las sociedades, economías y culturas existentes incitan a la expansión del consumo y el imperativo estructural de crecimiento en las economías de mercado competitivas inhibe el cambio social necesario."
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Wake Up, Freak Out: Then Get a Grip (2008) - Plot Summary - IMDb - 0 views
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"Hardly anyone seems to have noticed that the newest climate science suggests we are about to pass the point of no return, to unstoppable, catastrophic global warming. This short animation explains the positive feedback mechanisms that mean the Earth's climate system has a tipping point, followed by a brief glimpse into the crystal ball of horrors that will almost certainly come to pass if we cross it. Finally, the film explores how we got into the mess we're in, and the possibilities still open to us to prevent the worst natural and humanitarian disaster in human history, and the very real possibility of the end of civilization, and of life as we know it."
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La vida y ya | Dos dibujos - El Salto - Edición General - 0 views
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"Escuché la anécdota en el marco de una investigación sobre cómo nos percibimos los humanos en relación a la naturaleza. "Píntate", le habían dicho a una niña de cinco años que vive en una ciudad, de piel clara, con habitación propia. Y se dibujó en el centro de la hoja. Dos ojos, boca, cuerpo que sale del cuello hacia abajo. Dos brazos, dos piernas. Se le olvidó la nariz. "Píntate", le dijeron a otra niña de cinco años. Indígena, en contacto permanente con el entorno natural en el que vive, que sabe sembrar y recolectar. Y dibujó varias caras distribuidas por el papel. Caras rodeadas de árboles verdes. Una lombriz. Un pájaro. Un río. La niña de ciudad dijo: yo soy esta. La niña indígena dijo: yo estoy ahí dibujada entre todo lo demás. ..."
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shared by Luciano Ferrer on 03 Jan 17
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Descargá cuatro e-books de Escuelas de Innovación con orientaciones didáctica... - 1 views
www.conectarigualdad.gob.ar/...on-de-tic-en-la-ensenanza-2128
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shared by Luciano Ferrer on 03 Jan 17
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"El plan de capacitación docente de Conectar Igualdad- ANSES, Escuelas de Innovación, publicó cuatro e-books orientados a integrar las TIC en la enseñanza de distintas áreas curriculares: Lengua y Literatura, Matemática, Ciencias Sociales y Ciencias Naturales. Lo que se busca es alentar, a través de propuestas concretas, el uso de las TIC y así fortalecer la enseñanza y el aprendizaje."
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shared by Luciano Ferrer on 01 Jan 17
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Resolución de problemas (Mat Soc Nat), Biblioteca Digital | SID | UNCuyo - 0 views
bdigital.uncu.edu.ar/3701
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shared by Luciano Ferrer on 01 Jan 17
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"Desde la Universidad Nacional de Cuyo y en articulación con la Dirección General de Escuelas del Gobierno Provincial, acercamos a todos los alumnos que tengan intenciones de continuar sus estudios superiores el presente material que contiene herramientas que permiten nivelar conocimientos y lograr la preparación básica necesaria para el ingreso a cualquier estudio de nivel superior. Así, la intención de esta propuesta y de este material supone promover la igualdad de oportunidades para el ingreso a la Universidad; generar instancias de articulación entre el nivel Polimodal y el universitario y desarrollar competencias básicas a través de la modalidad de educación a distancia."
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Recursos - 1 views
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Recursos educativos tic de primaria para matemáticas, Inglés, lengua castellana, Catalán, Conocimiento del medio natural y social, plástica, música.
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shared by Carlos Magro on 21 Apr 14
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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
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Here is their effort to prove that connectivism is a learning theory
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"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.
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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."
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Though this is not very accurate,
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What is a Learning Theory
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theories explain
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Explaining why learning occurs has two parts:
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They're not taxonomies, in which a domain of enquiry is split into types, steps or stages
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Theories answer why-questions
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They identify underlying causes, influencing factors, and in some cases, laws of nature.
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first, describing what learning is, and second, describing how it happens
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The question of how learning occurs is therefore the question of how connections are formed between entities in a network
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A learning theory, therefore, describes what learning is and explains why learning occurs.
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What is Learning?
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According to connectivism, learning is the formation of connections in a network
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in behaviourism, learning is the creation of a habitual response in particular circumstances
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in instructivism, learning is the successful transfer of knowledge from one person (typically a teacher) to another person (typically a student)
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in constructivism, learning is the creation and application of mental models or representations of the world
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Thomas Kuhn called this the incommensurability of theories.
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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.
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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."
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How Does Learning Occur?
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They're not handbooks or best-practices manuals
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In both cases, these networks 'learn' by automatically adjusting the set of connections between individual neurons or nodes
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In behaviourism, learning takes place through operant conditioning, where the learner is presented with rewards and consequences
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In instructivism, the transfer of knowledge takes place through memorization and rote. This is essentially a process of presentation and testing
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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
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four major categories of learning theory
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which describe, specifically and without black boxes, how connections are formed between entities in a network
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Hebbian rules
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the principles of quality educational design are based on the properties of networks that effectively respond to, and recognize, phenomena in the environment.
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Back Propagation
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Boltzmann
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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.
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Additionally, the question of how we evaluate learning in connectivism is very different.
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a connectivist model of evaluation involves the recognition of expertise by other participants inside the network
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Contiguity -
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autonomy, diversity, openness, and interactivity
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where learning is
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the ongoing development of a richer and richer neural tapestry
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the essential purpose of education and teaching is not to produce some set of core knowledge in a person
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but rather to create the conditions in which a person can become an accomplished and motivated learner in their own right
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shared by Sonia V on 06 May 14
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El mundo según Manuel Castells - 0 views
www.youtube.com/watch
#REDucación educación redes sociales aprendizaje Internet Connected Learning identidad digital social media
shared by Sonia V on 06 May 14
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Frente a lo que se ha llamado "Sociedad de la información y del conocimiento", Castells plantea el término "informacional" para referirse a la utilización de un nuevo sistema tecnológico basado en las TIC. Este nuevo sistema de comunicación, a través de redes digitales, afecta a la forma en la que la mente humana procesa la información y se comunica. En el nuevo sistema tecnológico, emerge de forma natural una nueva cultura digital, una nueva sociología urbana. Internet es un sistema de comunicación que provoca nuevas formas de comunicación, un nuevo tipo de sociedad donde estamos entrando, la sociedad red.
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Diccionario para Educación Secundaria (2015 ideas para cambiar el mundo) - 0 views
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Añadido el link a mi blog desde que lo recibí, lo suelo utilizar como recurso en el aula para mis tutorías y como es natural, os lo recomiendo a tod@s vosotr@s para su enlace.
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The Computer Delusion - The Atlantic - 7 views
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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."
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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.
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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."
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a bridge to the twenty-first century ... where computers are as much a part of the classroom as blackboards
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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
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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
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Today's technology evangels argue that we've learned our lesson from past mistakes
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The promoters of computers in schools again offer prodigious research showing improved academic achievement after using their technology
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killed its music program last year to hire a technology coordinator
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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
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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.
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Computers improve both teaching practices and student achievement.
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Computer literacy should be taught as early as possible; otherwise students will be left behind.
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To make tomorrow's work force competitive in an increasingly high-tech world, learning computer skills must be a priority.
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Technology programs leverage support from the business community—badly needed today because schools are increasingly starved for funds.
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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.
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Connecting K-12 Schools to the Information Superhighway
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begins by citing numerous studies that have apparently proved that computers enhance student achievement significantly
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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
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there is scant evidence of greater student achievement.
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They're especially weak in measuring intangibles such as enthusiasm and self-motivation
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Computers in classrooms are the filmstrips of the 1990s
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Apple quickly learned that teachers needed to change their classroom approach to what is commonly called "project-oriented learning
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students learn through doing and teachers act as facilitators or partners rather than as didacts.
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the guide on the side instead of the sage on the stage
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But what the students learned "had less to do with the computer and more to do with the teaching,
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Even in success stories important caveats continually pop up. The best educational software is usually complex — most suited to older students and sophisticated teachers.
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Part of the answer may lie in the makeup of the Administration's technology task force
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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
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Hypertext Minds
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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
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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.
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that the mediated world is more significant than the real one.
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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
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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
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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.
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NEWSPAPER financial sections carry almost daily pronouncements from the computer industry and other businesses about their high-tech hopes for America's schoolchildren
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High-tech proponents argue that the best education software does develop flexible business intellects
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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).
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The free nature of Internet information also means that students are confronted with chaos, and real dangers
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We need less surfing in the schools, not more
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chooling is not about information. It's getting kids to think about information. It's about understanding and knowledge and wisdom
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The Atlantic covers consequential news and ideas in politics, business, entertainment, technology, health, education, and global affairs.
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Strategies for feeding the world more sustainably with organic agriculture - 0 views
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"Besides focusing on production, sustainable food systems need to address waste, crop-grass-livestock interdependencies and human consumption. None of the corresponding strategies needs full implementation and their combined partial implementation delivers a more sustainable food future."
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De novo origins of multicellularity in response to predation - 0 views
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"The transition from unicellular to multicellular life was one of a few major events in the history of life that created new opportunities for more complex biological systems to evolve. Predation is hypothesized as one selective pressure that may have driven the evolution of multicellularity. Here we show that de novo origins of simple multicellularity can evolve in response to predation. We subjected outcrossed populations of the unicellular green alga Chlamydomonas reinhardtii to selection by the filter-feeding predator Paramecium tetraurelia. Two of five experimental populations evolved multicellular structures not observed in unselected control populations within ~750 asexual generations. Considerable variation exists in the evolved multicellular life cycles, with both cell number and propagule size varying among isolates. Survival assays show that evolved multicellular traits provide effective protection against predation. These results support the hypothesis that selection imposed by predators may have played a role in some origins of multicellularity."
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shared by Luciano Ferrer on 27 Jan 18
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Purpose comic about nature, by @stuart_mcmillen - 0 views
www.stuartmcmillen.com/...purpose
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shared by Luciano Ferrer on 27 Jan 18
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