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el juego como una buena estrategia docente

Some cool applications of the tool at Wordle.net for creating word clouds.

This New York Times article describes how several colleges and universities around the nation are minimizing costs due to the current economic crisis. Schools like Dickinson College in Carlisle, Pennsylvania and Bryn Mawr College are holding virtual swim meets to save on travel expenses, while other schools are cutting custodial and other staff positions in an effort to save money. Giving students the opportunity to gain work experience by taking on professional staff positions has saved Rhodes College almost $750,000. Although many schools are doing their part to save money, in several cases it has turned out to be beneficial for students and has eliminated unnecessary costs and expenses for many colleges and universities.

The experiences of Chinese learners on two e‐learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e‐learning experience.

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi‐experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of 'voice emails' to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post‐delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re‐use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.

Action research has an extensive history of being used to improve teaching and learning in many different professional settings, for example, schools, colleges, universities health and social care services. Educational action research embodies a process that necessitates honesty and openness and which lends itself to the betterment of one's practice; in the current e-learning climate, where education is rapidly changing and the role and practice of the educator is evolving yet uncertain, action research has never been more valuable. This article explores and presents how social media have been used to enhance the teaching of action research and also how students gained an understanding, appreciation and an evolving experience of action research. Exploring the intricate relationships between action research, new technologies and the learning that took place during an Understanding Action Research module, this article is written from the perspective that the module team was interested in ensuring that students acquired a fully rounded understanding of action research in order to utilize it in the improvement of their own practice.