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"... lo cierto es que en plena revolución industrial tres generaciones de clases populares británicas no vieron ningún beneficio en la industrialización. O, en todo caso, solo consiguieron mejoras marginales en un mundo que crecía disparatadamente. ... Entre 1979 y 2013, la productividad aumentó un 65% pero los salarios por hora del 80% de la fuerza de trabajo aumentaron solo un 8,2%. Entre 2000 y 2013, de hecho, el 70% de los salarios se mantuvieron estables o cayeron en Estados Unidos. ... En un estudio realizado por Pew Research en 2017, el 72% de los estadounidenses estaban preocupados por la automatización y hasta el 85% estaba a favor de políticas que restringieran el uso de máquinas solo a trabajos peligrosos para el ser humano. ... Sin embargo, hay más cosas que aprender de esa analogía. Durante décadas, 'ludismo' fue sinónimo de tecnofobia. Hoy sabemos que, en realidad, los movimientos luditas eran movimientos obreros en un contexto de restricción de derechos políticos y laborales. Son un buen ejemplo de cómo podemos fijarnos en el dedo y obviar por completo la Luna. ... Los autores señalan que si no "encontramos maneras de compartir los beneficios de la automatización", es probable que mucha gente se revuelva contra la tecnología. Es difícil saber si ocurrirá (incluso aunque esté ocurriendo ya), pero lo que no debemos hacer es confundirlo con tecnofobia o habremos aprendido muy poco."

"The Environment & Society Portal is a project of the Rachel Carson Center for Environment and Society, a joint initiative of LMU Munich and the Deutsches Museum. The center is supported by a grant from the German Federal Ministry for Education and Research. Read more about the Portal in English and in German. "

"No country in the world currently meets the basic needs of its citizens at a globally sustainable level of resource use. Our research, recently published in Nature Sustainability (and summarised in The Conversation), is the first to quantify the national resource use associated with achieving a good life for over 150 countries. It shows that meeting the basic needs of all people on the planet would result in humanity transgressing multiple environmental limits, based on current relationships between resource use and human well-being. The chart below demonstrates the profound challenge nations currently face. National performance on seven environmental sustainability indicators is plotted against eleven minimum social thresholds for a good life (see About page for further details). Ideally, nations would be located in the top-left corner with no biophysical boundaries transgressed and all minimum social thresholds achieved."

"There is only a 5% chance that the Earth will avoid warming by at least 2C come the end of the century, according to new research that paints a sobering picture of the international effort to stem dangerous climate change."

"Because energy fuels both human development and environmental damage, policies that encourage energy demand reduction can run counter to policies for alleviating poverty, and the other way around. Achieving both objectives can only happen if energy use is spread more equally across societies. However, while it's widely acknowledged that part of the global population is living in 'energy poverty', there's little attention given to the opposite condition, namely 'energy excess' or 'energy decadence'. Researchers have calculated minimum levels of energy use needed to live a decent life, but what about maximum levels? "

"New scientific research is quietly rewriting the fundamentals of economics. The new economic science shows decisively that the age of endlessly growing industrial capitalism, premised on abundant fossil fuel supplies, is over. The long-decline of capitalism-as-we-know-it, the new science shows, began some decades ago, and is on track to accelerate well before the end of the 21st century. With capitalism-as-we-know it in inexorable decline, the urgent task ahead is to rewrite economics to fit the real-world: and, accordingly, to redesign our concepts of value and prosperity, precisely to rebuild our societies with a view of adapting to this extraordinary age of transition."

"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

"Teaching climate science & action can seem daunting: for university-level lecturers, teaching to younger children can be quite intimidating. For primary-level teachers, the science and scope can seem too vast and fast changing to cover. For everyone, the content can be overwhelming. As adults, how do we present this topic to children: give them the information they need without crushing them? I decided to face the challenge, and over the course of one rather sleepless night, put together some materials for my 6 year-old son's class. This post summarizes and communicates that experience, in the hope that others can take ideas and inspiration, and will be encouraged to volunteer to teach about climate in primary schools. Teaching and engagement in schools is now part of all of our work, as researchers, academics, parents, activists, advocates, so I hope this idea spreads. The 4-part lesson plan worked quite well: the topics & materials held the children's attention, gave them varied aspects to think about and interact with, and they seemed to come away with deeper understanding. The whole thing took roughly 1 hour. This is doable!"

"Air pollution may be damaging every organ and virtually every cell in the human body, according to a comprehensive new global review. The research shows head-to-toe harm, from heart and lung disease to diabetes and dementia, and from liver problems and bladder cancer to brittle bones and damaged skin. Fertility, foetuses and children are also affected by toxic air, the review found."

The aim of the Transmedia Literacy project is to understand how the young boys and girls are learning skills outside the school. The construction of those cultural competencies and social skills will be at the centre of the research. Once the informal learning strategies and practices applied by young people outside the formal institutions are identified, the team will 'translate' them into a series of activities and proposals to be implemented inside school settings. The Transmedia Literacy Project will also produce a Teacher's Kit that will be designed to facilitate the integration of transliteracies in the classroom.

"... Investigar es intentar sistemáticamente descubrir algo. Por ejemplo, investigan los científicos en sus laboratorios, pero también los detectives en las novelas policiales y también quienes queremos entender mejor cualquier tema. Es evidente, entonces, que hay distintas metodologías de investigación y distintos tipos de investigación. Acá nos enfocaremos en distinguir dos de ellos: la investigación científica y la investigación bibliográfica. Mientras que los métodos de la primera se restringen a las ciencias experimentales, los de la segunda sirven para cualquier rama del saber, desde la ciencia misma, a las letras o la cocina. ..."

Informe sobre Internet y educación basado en una encuesta a 754 jóvenes (12-17años) y a sus padres. Penetración y usos especialmente en relación con la educación. Realizado en EEUU 

Estudio americano sobre los adolescentes y los social media. Cuáles utilizan más habitualmente, para qué, etc...

The NMC Horizon Report > 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.

Interesante página sobre cómo transformar proyectos de búsqueda en clase en infografías.

En un mundo fundamentalmente visual, pasemos texto a imagen para motivar a nuestro alumnado...

Guía en inglés para la utilización de twitter. interesante guía de estilos tuiteros. por la London School of Ecoomics

"Nueva investigación de científicos estadounidenses. Escribir a mano favorece la comprensión y la memoria porque obliga a sintetizar y reorganizar la información." Artículo completo en el enlace...