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"1. Blogging enables reflection. This is true for both students and educators. Too often do we go through our days, class to class, with minimal opportunities for reflection on our experiences or the information that we have acquired along the way. Blogging offers the opportunity to take a step back and connect with our learning and place it in the context of the bigger picture. Make reflection an assignment or part of another assignment - it is an important component to learning. For students: This is not the easiest thing to accomplish - blogging takes time and that is a finite resource during a busy class period. There is great opportunity in academic support periods or advisory classes for students (particularly in 1:1 schools) to blog. Many advisory classes take place throughout the day, which is a great break point for students to create based on their learning from that day. For teachers: This type of reflection can and should be compiled into your lesson planning for future lessons. Take what you learned from teaching and learning that day and incorporate it into the next day's lessons. Find time to do this during a conference period during your day or right after school. Yes, it is tough to get in the habit of doing a new thing - but once you start using reflection through blogging, I think that your lesson planning will be easier and much more meaningful. 2. Develop an Authentic Audience An authentic audience is a great way to increase rigor and in all of my experiences has led to increased performance by students. Authentic audiences in blogging could mean any number of things - family members, students from other classes, students from other buildings, other teachers, individuals interested in the content from around the world, etc. A student knowing that their work may be seen by people other than what they consider their 'typical audience' (read: teacher) typically spends more time and exerts more effort to creating a quality p

"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."

Review on empirical work on impact of #OER adoption

"Exclusive: Insects could vanish within a century at current rate of decline, says global review The world's insects are hurtling down the path to extinction, threatening a "catastrophic collapse of nature's ecosystems", according to the first global scientific review. More than 40% of insect species are declining and a third are endangered, the analysis found. The rate of extinction is eight times faster than that of mammals, birds and reptiles. The total mass of insects is falling by a precipitous 2.5% a year, according to the best data available, suggesting they could vanish within a century."

"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

"the ultimate goal is not to have students blog, it is to have students improve their literacy skills and have the ability to be digital writers, and to do things that would not be possible without the technology.  It is about students creating content to hyperlink to the world, to embed photos and video with text.  It is about students publishing, and then to have the opportunity to receive feedback on their work, review, edit and republish. It is about students producing work not only for their teacher, but for the world. It is about students having their own space to be creative and connect in new ways.  It is, ultimately, about students having greater ownership of their learning."

"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

"... Durante mucho tiempo hemos dejado en manos del paso del tiempo la solución a las problemáticas educativas derivadas de la adaptación al entorno digital, pensando que serían los nativos digitales, a medida que estos poblaran las aulas, quienes provocarían el cambio necesario en los mecanismos docentes. Pero, como bien describen Benett, Maton y Kervin en The 'digital natives' debate: A critical review of the evidence, no hay ningún estudio que demuestre que los nativos digitales son más aptos, a priori, para el uso de la tecnología: la habilidad de los individuos está relacionada con las capacidades naturales, la formación y la experiencia, no con la fecha de nacimiento. El juicio que dice que los nativos digitales tienen un sofisticado conocimiento y unas altas capacidades para las tecnologías de la información debe ser, por lo menos, relativizado. ..."

"Hace tiempo atrás hicimos un top de Los 10 mejores Software de diseño PCB en el que hablamos muy a detalle de diversas aplicaciones que nos permitían dar vida a nuestros proyectos electrónicos, en esa oportunidad no conocíamos a LibrePCB y sinceramente creo que es un crimen que no haya estado incorporado en dicho listado, pues para tratar de redimirnos traemos una review de este grandioso software de diseño PCB gratuito y libre."

"The time is now. For decades, scientists have been raising calls for societal changes that will reduce our impacts on nature. Though much conservation has occurred, our natural environment continues to decline under the weight of our consumption. Humanity depends directly on the output of nature; thus, this decline will affect us, just as it does the other species with which we share this world. Díaz et al. review the findings of the largest assessment of the state of nature conducted as of yet. They report that the state of nature, and the state of the equitable distribution of nature's support, is in serious decline. Only immediate transformation of global business-as-usual economies and operations will sustain nature as we know it, and us, into the future."

Interesante artículo que describe las actualizaciones que la IUPAC hace regularmente de las masas atómicas, así como diferentes detalles que se tinen en cuenta a la hora de determinar la masa atómica de un elemento químico.

Otra crítica del documental La Escuela Prohibida, desde el punto de vista de una Argentina.

"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. "

11 ideas clave sobre cómo realizar un proyecto de aprendizaje servicio

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