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estelaripa

Grow--Implications for Teaching - 2 views

www.longleaf.net/...ImpTeach.html

modelo_grow autonomia aprendiz profesor aprendizaje

shared by estelaripa on 21 Sep 10 - No Cached
  • A different problem occurs when dependent learners are paired with a Stage 3 or Stage 4 teacher who delegates responsibility that the learner is not equipped to handle. (I developed the entire SSDL model just to gain the insight reported in the following paragraph.) With such students, humanistic methods may fail. Many will not be able to make use of the "freedom to learn," because they lack the skills such as goal-setting, self-evaluation, project management, critical thinking, group participation, learning strategies, information resources, and self-esteem, which make self-directed learning possible--skills such as those described by Guglielmino (1977), Oddi (1986), and Cafarella and O'Donnell (1987).
  • The teachers quoted in this book want students to be more self-directing, but they have no pedagogical method for helping students move from dependency to self-direction. That is what the Staged Self-Directed Learning Model proposes.
  • Unless self-direction is explicitly encouraged, "free" schools and "open" programs may work only for those whose family background has already prepared them for self-direction (Tuman, 1988).
  • ...6 more annotations...
  • Though adult educators recognize that adult learners are not necessarily self-directed learners, it is widely assumed that adults will become self-directed after a few sessions explaining the concept.
  • But not all adults will become self-directed whe
  • told. Adult learners can be at any of the four learning stages, but the literature on adult education is dominated by advocates of what the SSDL model would call a Stage 3 method--a facilitative approach emphasizing group work
  • Freire, advocate of a classroom in which student and teacher receive equal respect, acknowledges the paradoxical need to be directive: "On the one hand, I cannot manipulate. On the other hand, I cannot leave the students by themselves. The opposite of these two possibilities is being radically democratic. That means accepting the directive nature of education. There is a directiveness in education which never allows it to be neutral My role is not to be silent" (Shor & Freire, 1987, p. 157).
  • Every stage requires balancing the teacher's power with the student's emerging self-direction. If I emphasize the need for directiveness, it is because, coming from a humanistic background, I had to learn to use directive methods wholeheartedly, without apology or shame, as part of the long-term cultivation of self-direction in certain learners. Pratt makes a similar case for practitioners of andragogy to "acknowledge states of dependency as potentially legitimate" and provide the needed direction" (1988, p. 170).
  • What is "good teaching" for one student in one stage of development may not be "good teaching" for another student--or even for the same student at a different stage of development. Good teaching does two things. It matches the student's stage of self-direction, and it empowers the student to progress toward greater self-direction. Good teaching is situational, yet it promotes the long-term development of the student.
  • estelaripa on 21 Sep 10
     
    interesante y breve articulo sobre el modelo de grow y los conflictos por desfasaje entre estadios del alumno y el profesor. Luego presenta la dinamicidad y situacionalidad de la idea de buen profesor (relativo a las circunstancias y sus alumnos) y tb los riesgos en los que cada tipo de profesor puede caer.
Diego Leal

Teaching with Technology / Rubrics for Wiki Collaboration - 4 views

ipt286.pbworks.com/Rubrics+for+Wiki+Collaboration

evaluacion elrn09 Rubrics assessment

shared by Diego Leal on 12 Oct 09 - Cached
  • Diego Leal on 12 Oct 09
     
    Rúbrica para el trabajo en grupo desarrollado en el curso Teaching with Technology, ofrecido por Kimberly Mccollum.
Diego Leal

David Wiley: Openness, Disaggregation and the Future of Education - 4 views

www.youtube.com/watch

OpenEducation

shared by Diego Leal on 23 Sep 09 - Cached
estelaripa liked it
  • Diego Leal on 23 Sep 09
     
    Presentación de David Wiley en el Simposio "Teaching and Learning with Technology 2009", de Penn State University. Wiley (como de costumbre) habla de manera muy clara acerca de muchos de los cambios del entorno que representan retos para las Instituciones de Educación Superior, y sobre las formas como están siendo entendidos, sugiriendo algunas tendencias y posibles líneas de acción al respecto.
Daniel Jimenez

Jarvis: TEDxNYed: This is bullshit - 0 views

www.buzzmachine.com/...tedxnyed-this-is-bullshit

elrn09 aprendizaje nuevas formas aprender

shared by Daniel Jimenez on 13 Mar 10 - Cached
  • Daniel Jimenez on 13 Mar 10
     
    "Once you're distributed, then one has to ask, why have a university? Why have a school? Why have a newspaper? Why have a place or a thing? Perhaps, like a new news organization, the tasks shift from creating and controlling content and managing scarcity to curating people and content and enabling an abundance of students and teachers and of knowledge: a world whether anyone can teach and everyone will learn. We must stop selling scarce chairs in lecture halls and thinking that is our value. "
Daniel Jimenez

La enseñanza usando Redes Sociales y Tecnológicas | desire - 3 views

www.proxectodesire.eu/351

george siemens redes aprendizaje rol profesor elrn09

shared by Daniel Jimenez on 09 Apr 10 - Cached
  • Daniel Jimenez on 09 Apr 10
     
    Traducción al español de la entrada de Siemens: Teaching in social and technological networks
Daniel Jimenez

ICTlogy » ICT4D Blog » The micro and macro approaches of ICTs in Education - 0 views

ictlogy.net/pproaches-of-icts-in-education

TIC en educación elrn09

shared by Daniel Jimenez on 19 Apr 10 - Cached
  • Daniel Jimenez on 19 Apr 10
     
    Micro: impact of ICTs on the educational process - teaching and learning, that is, how methodologies and the daily work will change when ICTs enter a specific educational process. Macro: the analysis of the impact of ICTs on Education as an institution.
Eva Sancho

Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All | IDDblog: ... - 1 views

www.iddblog.org/idth-teaching-will-save-us-all

LPA_EPA FLEXIBILITAT AVANTATGES_ INCONVENIENTS

shared by Eva Sancho on 07 Apr 20 - No Cached
  • as mayores ventajas del aprendizaje en línea es que puede proporcionarle a usted y a sus estudiantes más flexibilidad. Cuando exigimos que nuestros estudiantes estén en línea exactamente al mismo tiempo, sacrificamos uno de los beneficios clave del aprendizaje en línea, y eso puede hacer que un curso en línea parezca más una carga de lo que debe ser. 
  • una de las mayores ventajas del aprendizaje en línea es que puede proporcionarle a usted y a sus estudiantes más flexibilidad. Cuando exigimos que nuestros estudiantes estén en línea exactamente al mismo tiempo, sacrificamos uno de los beneficios clave del aprendizaje en línea, y eso puede hacer que un curso en línea parezca más una carga de lo que debe ser. 
carlaflorestapia

Online Education & Teaching Courses | Harvard University - 0 views

online-learning.harvard.edu/...education-teaching

CURSOS Y CERTIFICADOS

shared by carlaflorestapia on 18 May 20 - No Cached
  • carlaflorestapia on 18 May 20
     
    COURSES
Sharoon Zila C.

Estándares de competencias TIC para docentes UNESCO - 1 views

dl.dropbox.com/...sociedad_mejor_informada-1.pdf

Teaching TIC

shared by Sharoon Zila C. on 12 Apr 10 - No Cached
  • Sharoon Zila C. on 12 Apr 10
     
    Explica los motivos, la estructura y el enfoque del proyecto de "Estándares UNESCO de Competencias en TIC para Docentes" (ECD-TIC). Además, aclara cómo la formación profesional de estos se integra a un marco más amplio de reforma educativa, en un momento en el que los países están revisando sus sistemas educativos para poder desarrollar en los estudiantes las habilidades indispensables para el siglo XXI4 que permitan apoyar el progreso social y económico de estos. Los encargados de tomar decisiones en el ámbito de la educación y de la formación profesional docente pueden utilizar este documento como guía cuando preparen programas de formación y propuestas de cursos para capacitación.
Sharoon Zila C.

Informe Horizon 2009 - 3 views

dl.dropbox.com/...2009-horizon-report-es.pdf

Teaching TIC

shared by Sharoon Zila C. on 12 Apr 10 - No Cached
  • Sharoon Zila C. on 12 Apr 10
     
    El informe anual Horizon relata el trabajo continuo del Proyecto Horizon del New Media Consortium (NMC), un proyecto de investigación cualitativa a largo plazo que trata de identificar y describir las tecnologías emergentes que probablemente tengan un fuerte impacto en la docencia, el aprendizaje, la investigación o la expresión creativa dentro de las organizaciones dedicadas a la enseñanza. El Informe Horizon 2009 es el sexto informe anual de esta serie. El informe ha sido elaborado nuevamente en 2009 como colaboración entre el New Media Consortium y la EDUCAUSE Learning Initiative (ELI), un programa de EDUCAUSE aplicaciones de las tecnologías emergentes en la docencia, el aprendizaje, la investigación y la expresión creativa. Cada ámbito empieza con una visión general para introducir el concepto o la tecnología implicados, seguida de una reflexión sobre la trascendencia particular del ámbito en la educación o la creatividad. Se ofrecen ejemplos de como la tecnología es o podría ser aplicada a estas actividades. Cada descripción viene acompañada de una lista de ejemplos y lecturas complementarias que amplían el debate que plantea el informe, así como de un enlace a la lista de recursos etiquetados
Diego Leal

Enhancing Teaching & Learning @ BGSU: Rubrics to Evaluate Classroom Blogging - 0 views

facultydevelopmentbgsu.blogspot.com/...aluate-classroom-blogging.html

elrn09 evaluacion Rubrics assessment

shared by Diego Leal on 12 Oct 09 - Cached
  • Diego Leal on 12 Oct 09
     
    Colección de rúbricas para evaluar el uso de blogs en el salón de clase. Aunque algunas de ellas ya no están disponibles, es interesante ver la diversidad de enfoques para resolver el mismo problema.
constanza parra

elearnspace. everything elearning. - 1 views

www.elearnspace.org/...lessonslearnedteaching.htm

shared by constanza parra on 17 Oct 09 - Cached
  • New students need time to acclimate to the environment.
    • constanza parra
      constanza parra on 17 Oct 09
       
      Si bien la mayoria de los participantes deciden no atender a estas reuniones, en mi experiencia, el diseñar guias mostrando como se trabaja con estas herramientas y mantenerlas visibles durante lo largo del curso es tambien indispensable.
  • Teaching online is a unique experience in a unique medium. Man
  • Less content, more interaction
  • ...1 more annotation...
  • Simplicity. Keep things simple.
    • constanza parra
      constanza parra on 17 Oct 09
       
      Este si es un punto muy importante. No solo está el tema de presentar diferentes herramientas sino el presentar diferentes actividades para un periodo de tiempo determinado. Ambas, actividades y herramientas, deben organizarse de una forma que lleve al estudiante de una etapa a otra - según lo planeado - de una forma natural. El problema está en encontrar esa naturalidad en la presentación de las actividades.
ana karen zenteno

Tech & Revolution in Education - Ending Cycle of Failure - Ehrmann - 11 views

www.tltgroup.org/...V_Cycle_of_Failure.html

elrn09 E-Learning

shared by ana karen zenteno on 21 May 10 - Cached
  • Every five or ten years, when a major new computer chip, visual medium or telecommunications channel comes along, the trumpet is sounded: The revolution is about to happen
    • ana karen zenteno
      ana karen zenteno on 08 May 12
       
      i agreewith this
  • But the revolution doesn't happen.  By the time another major new technology appears a few years later the earlier predictions have been forgotten or shrugged off.  If anyone wonders what went wrong, they are told that the old technology was obviously too slow or primitive.  This cycle of failure has been repeated many times: mainframe computers, personal computers, videodiscs, graphical user interfaces, HyperCard, E-mail, CD-ROMs, Gopher, the Web.
  • Moore's Law also has created waves of improvement in the processes on which education most relies: how people can get and use information and how they can communicate with one another
  • ...39 more annotations...
  • No matter what a department has been doing with computing, every few years the status quo (again) can begin to look inadequate
  • Six Barriers to Revolution
  • A Small Window of Opportunity
  • Zigzag
  • Chip-based technologies come and go quickly, thanks to Moore's Law.
  • If that revolution in goals is going to happen, it needs to start fast or, long before the pedagogical revolution matures, the technology it depends upon may already have disappeared.  That sounds bad. The reality can be worse.
  • At first, not many people have the new technology
  • At first, the new technology is not as good for instruction as the old technology still is
  • Moore's Babel
  • Moore's Law also makes it harder for technology support staff and technology users to speak the same language.  If Moore's Law didn't exist, and technology remained the same for decades, the problem wouldn't be as serious
  • thanks to Moore's Law, users are periodically find themselves beginners all over again.
  • The Interactive Courseware Mirage
  • Since the days of the mainframe computer, most predictions of revolution have been based squarely on hopes for a particular type of interactive curricular courseware.
  • The problem begins with the fact that interactive courseware remains expensive to develop and update.  With each new generation of technological change we hear promises that, at last, courseware of this type will become much cheaper to create. That promise is based on the false premise that slow computers were to blame for the last generation of failures.  The real problem is the human expense, however. Designing and debugging branching educational pathways, for example, takes thousands of hours of highly trained, expensive human time. 
  • the more revolutionary the courseware's implications for transforming the instructional program, the more cautious potential users become: making a change in their teaching this big could lead to unforeseen problems so why not wait until someone else has done it first.
  • Moore's Amnesia
  • f these failures keep occurring, why has no one noticed?  The first reason is "Moore's Amnesia:" each time computers become cheaper and more usable, they attract droves of new users who weren't around for the last cycle of error.  They don't realize that they're about to make the same mistakes as their predecessors.  Because of the influx of new funders, advocates and users (and the departure of those who were too badly burned the last time around), the field loses most of its memory of all the previous generations of disappointment.
  • Rapture of the technology
  • We are so mesmerized by the newness of the hardware or software that we are blinded to factors important to the successful use of that technology.  It's easy to understand the rapture.  Moore's Law guarantees that we will periodically be confronted with fresh, mysterious instructional tools and media that are dramatically more powerful than their predecessors.  The vendors of the newest technology reinforce our love affair by advertising and other forms of hype.
  • Unfortunately, rapture of the technology often dictates that all available funds are spent to get the best computers and the fastest connectivity.  That's self-defeating because the technology by itself almost never causes the outcomes we seek. To create a revolution we need all the ingredients for the recipe; technology is "merely" an ingredient, like yeast for baking bread.
  • Seven Strategies for a Revolution
  • Create coalitions to make sure that your program has all the ingredients needed in your recipe for revolution
  • technology's role in any educational revolution is to enable fundamental changes in what educators and learners do. Those changes in their activities in turn can alter who learns, what they learn, how they learn, and what it costs.
  • If technology is to enable a revolution to make education more creative, or equitable, or collaborative, or multi-cultural, everyone who cares about creativity or equity or collaboration or a multi-cultural approach will need to share what they know and pull together to make sure that the revolution gets all the ingredients of its recipe, not just the computers or the connectivity.  It takes a coalition to create a revolution
  • Relate your efforts to the technology-based educational revolution that has actually (though just barely) begun internationally
  • If your push for change is linked to this one, you should be able to get and receive more help than if you are moving in some unrelated direction.
  • Build today's educational revolution on yesterday's new technology.
  • When a new generation of technology appears, it's time for investigations and experiments, not (yet) a large-scale push for to buy new hardware and software for everyone. Before making a large-scale investment in a totally new technological platform for an instructional program, questions we've so painfully learned from history should be addressed.
  • Base the educational change mainly on hardware and software capabilities that are likely to persist beyond the next generational change in technology: "worldware." 
  • Worldware is hardware or software that is used for education but that was not developed or marketed primarily for education.
  • worldware can reduce stress on the exhausted, understaffed technology support units at your institution.
  • Worldware may lack of some of the short-term value of interactive courseware but it more than makes up for it in long-term viability and ease of support.
  • Emphasize forms of instructional material that most faculty members find it quick and easy to create, adapt and share. 
  • The bigger and more complex the courseware, the rigid it is: a challenge for instructors who want to adapt it to today's students, today's events, or their own ideas about how a skill or topic might best be learned. 
  • Study what's actually going on locally so opportunities can be seized and problems avoided.
  • Our intuition often doesn't do us much good in such situations because that our insights were shaped by stable times.
  • if you want technology investments to pay off for learning, study why people do or don't use technology to make educationally important changes in what they do; don't just monitor satisfaction with the hardware and software.
  • Seek an unprecedented level of information sharing, coordination, and collaboration.
  • Today's world relies upon on rapidly changing computer technology in almost every phase of life.  That creates a breakneck pace of change for the academy.  In this new world, the old "muddling through" approach to educational improvement doesn't work well anymore.  The window of opportunity associated with each new generation of educational technology closes too quickly. Ironically the solution is not move faster.  We have already tried, "Ready, fire, aim!" and, time after time, that prescription has failed.  Instead, we need to take a moment, study thirty years of past failures, and, this time, we need to get it right.
  • Diego Leal on 21 May 10
     
    Identifica de manera muy clara las problemáticas recurrentes en el discurso de revolución en educación a partir de la presencia de la tecnología, y de cómo olvidamos las 'predicciones fallidas' para seguir corriendo detrás de la siguiente ola tecnológica. Habla de seis barreras para la revolución, describiéndolas en detalle. Propone y describe luego siete estrategias que podrían hacer posible la revolución.
  • ana karen zenteno on 08 May 12
     
    Identifica de manera muy clara las problemáticas recurrentes en el discurso de revolución en educación a partir de la presencia de la tecnología, y de cómo olvidamos las 'predicciones fallidas' para seguir corriendo detrás de la siguiente ola tecnológica. Habla de seis barreras para la revolución, describiéndolas en detalle. Propone y describe luego siete estrategias que podrían hacer posible la revolución.
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