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Luciano Ferrer

Who's Asking? - Alfie Kohn - 0 views

www.alfiekohn.org/...questions

education questions answer test howto

shared by Luciano Ferrer on 03 Jan 16 - No Cached
  • Luciano Ferrer on 03 Jan 16
     
    "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
Luciano Ferrer

Young & Creative | Nordicom - 0 views

www.nordicom.gu.se/...young-creative

education technology ebook tic

shared by Luciano Ferrer on 25 Feb 18 - No Cached
  • Luciano Ferrer on 25 Feb 18
     
    "This book YOUNG & CREATIVE - Digital Technologies Empowering Children in Everyday Life aims to catch different examples where children and youth have been active and creative by their own initiative, driven by intrinsic motivation, personal interests and peer relations. We want to show the opportunities of digital technologies for creative processes of children and young people. The access to digital technology and its growing convergence has allowed young people to experiment active roles as cultural producers. Participation becomes a keyword when "consumers take media into their own hands". Digital technologies offer the potential of different forms of participatory media culture, and finally creative practices. YOUNG and CREATIVE is a mix of research articles, interviews and case studies. The target audience of this book is students, professionals and researchers working in the field of education, communication, children and youth studies, new literacy studies and media and information literacy."
Luciano Ferrer

Cómo aplicar el aprendizaje basado en proyectos ABP en diez pasos - 0 views

www.aulaplaneta.com/...ado-en-proyectos-en-diez-pasos

education abp learning resume guide

shared by Luciano Ferrer on 16 Nov 19 - No Cached
  • Luciano Ferrer on 16 Nov 19
     
    "1. Selección del tema y planteamiento de la pregunta guía. Elige un tema ligado a la realidad de los alumnos que los motive a aprender y te permita desarrollar los objetivos cognitivos y competenciales del curso que buscas trabajar. Después, plantéales una pregunta guía abierta que te ayude a detectar sus conocimientos previos sobre el tema y les invite a pensar qué deben investigar u que estrategias deben poner en marcha para resolver la cuestión. Por ejemplo: ¿Cómo concienciarías a los habitantes de tu ciudad acerca de los hábitos saludables? ¿Qué campaña realizarías para dar a conocer a los turistas la historia de tu región? ¿Es posible la vida en Marte? 2. Formación de los equipos. Organiza grupos de tres o cuatro alumnos, para que haya diversidad de perfiles y cada uno desempeñe un rol. 3. Definición del producto o reto final. Establece el producto que deben desarrollar los alumnos en función de las competencias que quieras desarrollar. Puede tener distintos formatos: un folleto, una campaña, una presentación, una investigación científica, una maqueta… Te recomendamos que les proporciones una rúbrica donde figuren los objetivos cognitivos y competenciales que deben alcanzar, y los criterios para evaluarlos. 4. Planificación. Pídeles que presenten un plan de trabajo donde especifiquen las tareas previstas, los encargados de cada una y el calendario para realizarlas. 5. Investigación. Debes dar autonomía a tus alumnos para que busquen, contrasten y analicen la información que necesitan para realizar el trabajo. Tú papel es orientarles y actuar como guía. 6. Análisis y la síntesis. Ha llegado el momento de que tus alumnos pongan en común la información recopilada, compartan sus ideas, debatan, elaboren hipótesis, estructuren la información y busquen entre todos la mejor respuesta a la pregunta inicial. 7. Elaboración del producto. En esta fase los estudiantes tendrán que aplicar lo aprendido a la realización de un prod
Jose A. Jerónimo

ouedvert - Le français coule: Motivés pour communiquer : Plan de Comunicación externa - 0 views

ouedvertlefrancaiscoule.blogspot.com.es/...-pour-communiquer-plan-de.html

redes sociales aprendizaje #REDucación Educación

shared by Jose A. Jerónimo on 08 Dec 13 - No Cached
  • Jose A. Jerónimo on 08 Dec 13
     
    Mi plan de Comunicación externa. Es sólo un esbozo, pero para empezar creo que no está mal...
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

The Computer Delusion - The Atlantic - 7 views

www.theatlantic.com/...376899

shared by Carlos Magro on 03 Nov 14 - No Cached
  • 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
  • Carlos Magro on 03 Nov 14
     
    The Atlantic covers consequential news and ideas in politics, business, entertainment, technology, health, education, and global affairs.
Luciano Ferrer

20 principios de la Psicología que no querrás ignorar, por @jtoufi - 0 views

www.javiertouron.es/...ios-mas-importantes-de-la.html

education psychology principles kids children student motivation

shared by Luciano Ferrer on 16 Jan 16 - No Cached
  • Luciano Ferrer on 16 Jan 16
     
    "En el documento que incluyo más abajo, utilizando la excelente posibilidad que ofrece Calaméo, con cada principio encontrarás una explicación, las implicaciones para los profesores y la bibliografía en la que se apoya. ¿Se puede pedir más? Los 20 principios tratan de responder a cuatro grandes preguntas que indico al comenzar cada bloque. ¿Cómo piensan y aprenden los alumnos? ¿Qué motiva a los alumnos? ¿Cómo se puede gestionar la clase mejor? ¿Cómo evaluar el progreso de los alumnos?"
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