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Contents contributed and discussions participated by Carlos Magro

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Carlos Magro

12 Reasons Teachers should use Diigo | resourcelinkbce - 1 views

resourcelinkbce.wordpress.com/...sons-teachers-should-use-diigo

diigo socialbookmarking #REDucacion

shared by Carlos Magro on 01 May 14 - No Cached
Ángel Gómez liked it
  • Carlos Magro on 01 May 14
     
    "12 Reasons Teachers should use Diigo"
Carlos Magro

Classroom Collaboration Using Social Bookmarking Service Diigo (EDUCAUSE Quarterly) | E... - 0 views

www.educause.edu/...cial-bookmarking-service-diigo

#REDucacion diigo socialbookmarking collaboration

shared by Carlos Magro on 01 May 14 - No Cached
  • Carlos Magro on 01 May 14
     
    "Classroom Collaboration Using Social Bookmarking Service Diigo"
Carlos Magro

Centro de Ayuda de Twitter | El glosario de Twitter - 5 views

support.twitter.com/...352810-el-glosario-de-twitter

#REDucacion social media Twitter

shared by Carlos Magro on 24 Apr 14 - No Cached
  • Carlos Magro on 24 Apr 14
     
    Muy útil
Carlos Magro

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
  • Connectivism as Learning Theory
  • 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
Carlos Magro

http://www.ontsi.red.es/ontsi/sites/default/files/perfil_sociodemografico_de_los_intern... - 2 views

www.ontsi.red.es/..._de_los_internautas_2013_0.pdf

#REDucacion Internet Redes sociales

shared by Carlos Magro on 16 Apr 14 - No Cached
  • Carlos Magro on 16 Apr 14
     
    Análisis sociodemográfico de los "internautas" españoles realizado por ONTSI según datos del INE de 2013
Carlos Magro

15 Technologies That Were Supposed to Change Education Forever - 7 views

paleofuture.gizmodo.com/to-change-education-1481232959

#REDucacion history technology Technologies change

shared by Carlos Magro on 13 Apr 14 - No Cached
  • 15 Technologies That Were Supposed to Change Education Forever
  • 2SExpandEvery generation has its shiny new technology that's supposed to change education forever. In the 1920s it was radio books. In the 1930s it was television lectures. Here in the second decade of the 21st century, it seems the Massive Online Open Course (MOOC) is the education tech of tomorrow. Let's hope it pans out better than previous attempts
  • Electrified Books at the Turn of the 20th Century
  • ...14 more annotations...
  • Gyroscopic Cars in 1912
  • Motion Pictures of the 1920s
  • The Radio Book of 1924
  • Blackboards Delivered Through TV in 1933
  • Long-Playing Records in the 1930s and 40s
  • TV Teachers From 1938
  • Push-Button Education From 1958
  • Robot Teachers of the 1950s and 60s
  • The Auto-Tutor of 1964
  • The Answer Machine of 1971
  • Personal Robots of the 1980s
  • Homework Machine of 1981
  • Floating Schools of 1982
  • Videophone of the 1980s
Carlos Magro

How to Infuse Digital Literacy Throughout the Curriculum - 1 views

plpnetwork.com/...se-digital-literacy-curriculum

Digital Literacy Skills IED

shared by Carlos Magro on 29 Mar 14 - No Cached
  • Carlos Magro on 29 Mar 14
     
    "Digital Literacy is a crucial skill that we as educators must foster and encourage in our classrooms (and administrators must support in the broader curriculum)"
Carlos Magro

Public vs. Private - Should Student Work Be Public On the Web? | The Edublogger - 1 views

theedublogger.com/...public-vs-private-student-work

#REDucacion redes sociales identidad digital

shared by Carlos Magro on 20 Nov 13 - No Cached
  • Carlos Magro on 20 Nov 13
     
    "@ronnieburt!"
Carlos Magro

How (And Why) Teachers Should Have Multiple Twitter Accounts - Edudemic - Edudemic - 0 views

www.edudemic.com/hers-multiple-twitter-accounts

Twitter #REDucación Connected Learning

shared by Carlos Magro on 20 Nov 13 - No Cached
  • Carlos Magro on 20 Nov 13
     
    No estoy totalmente de acuerdo pero es interesante para reflexionar. Habría que ver el uso de cada uno. Quizá para la que aquí llaman @teacher haya otras alternativas. La de @dept/school en realidad es una cuenta institucional, no personal. Gestionada quizá por varias personas colectivamente pero no personal
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