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Contents contributed and discussions participated by Diego Leal

Diego Leal

Tech & Revolution in Education - Ending Cycle of Failure - Ehrmann - 10 views

  • 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
  • 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
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  • 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.
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    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.
Diego Leal

Zones of silence: A framework beyond the digital divide - 5 views

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    Este es un artículo que propone una forma alternativa de concebir la brecha digital, cuestionando muchos de los imaginarios asociados a la provisión de la tecnología como un imperativo para cualquier sociedad/persona que no cuente con ella.
Diego Leal

Redes sociales sumarían 940 millones de usuarios - Noticias sobre la Red y el... - 2 views

  • Siete de cada diez personas
    • Diego Leal
       
      Aquí debería decir "Siete de cada 10 usuarios de Internet", no? Es ambiguo...
  • cada usuario pertenece a dos redes distintas
    • Diego Leal
       
      Surge la duda inmediata de cuál fue la metodología de la encuesta. Cómo se sabe que los datos son fiables?
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    Un detalle para mantener la perspectiva: Esto representa, en el mejor de los casos, alrededor del 54% de los usuarios de Internet, y apenas un 14% de la población del planeta. (según datos de usuarios de http://www.internetworldstats.com/stats.htm). Habría que mirar con cuidado no sólo el dato, sino la metodología del estudio, para verificar que no esté "inflado" (es diferente hablar de usuarios registrados a usuarios activos).
Diego Leal

An African perspective on the Tapscott and Williams article on University Ref... - 0 views

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    Comentario de una profesora africana a un debate reciente entre Dan Tapscott/ y Tony Bates, en relación con la reforma al sistema universitario, recordando que los problemas del norte no coinciden necesariamente con los problemas del sur, y que el "futuro de la educación superior" no necesariamente es el mismo en todas partes..
Diego Leal

Diseño de entornos para el desarrollo de la autonomía en el aprendizaje - Dia... - 4 views

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    Artículo que habla sobre la experiencia de creación de ambientes abiertos y flexibles en cursos de pregrado, para el área de Psicología.
Diego Leal

Autonom�a - 2 views

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    Presentación sencilla pero muy completa que aborda ideas sobre el desarrollo de la autonomía en el nivel básico y secundario. Cómo se extrapola esto a la educación superior? cómo desarrollar lo que no ha sido desarrollado?
Diego Leal

elearningconstanzaparra: Moviéndome hacia E-learning - 1 views

  • ¿En qué medida está el tutor realmente consciente del tiempo que requiere los integrantes del curso para cumplir las actividades que estima llevarán a sus estudiantes a lograr los objetivos que inicialmente se planteo para el curso?
  • ¿Nos estamos tomando la molestia de realmente leer ese artículo, ver ese video, y sumar los tiempos que les tomará a los integrantes del curso realizar las diferentes actividades propuestas?
  • es muy curioso que los estudiantes sientan el curso más pesado que un curso regular
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  • El leer en computador, para mí, no es fácil y resulta ser una tarea extenuante
  • Ante este maremágnum de información lo único que se puede hacer es tratar de ser selectiva y tratar de vislumbrar lo que más o menos se acerca a mis intereses
  • Por una parte hasta hace muy poco se comenzó a fomentar el escribir; por lo tanto, no me siento preparada para escribir y mucho menos para dar a conocer y someter mis pensamientos al escarnio público
  • debería existir una lectura previa de un agente externo de los documentos producidos antes de darse a conocer, por lo menos para valorar la coherencia y cohesión del texto
  • ¿Qué tan inteligente sonará mi comentario frente a lo que él/la ya leyó y se informó para escribir dicho comentario?
  • ¿qué tanto realmente estoy aprendiendo? O ¿Será que solamente estoy acumulando información exponencialmente, como lo plantea Brey en la Sociedad de la Ignorancia?
  • El ritmo propio de la vida diaria, lamentablemente, atropella y es nocivo para este tipo de formación en donde no hay realmente quién lo fuerce a seguir adelante, a leer más, a participar más.
Diego Leal

What if the price of mobiles connecting with mobiles for counseling purposes is that pe... - 1 views

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    Un post bastante cuestionador, acerca de las implicaciones del uso de la tecnología...
Diego Leal

Grading Rubric Template - Wikis in Education - 2 views

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    Plantilla de rúbrica de calificación para el trabjao con blogs, adaptada por Jeff Utecht del trabajo de Ryan Bretag
Diego Leal

Blogging Rubric | Metanoia - 3 views

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    Rúbrica de Ryan Bretag, usada como base para la rúbrica de evaluación del curso ELRN09
Diego Leal

Teaching with Technology / Rubrics for Wiki Collaboration - 4 views

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    Rúbrica para el trabajo en grupo desarrollado en el curso Teaching with Technology, ofrecido por Kimberly Mccollum.
Diego Leal

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

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    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.
Diego Leal

Taxonomía de Bloom para la Era Digital - 5 views

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    Traducción de un artículo de Andrew Churches que propone una actualización de la taxonomía de Bloom que incluya más de las operaciones cognitivas que hacen parte del entorno actual.
Diego Leal

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

shared by Diego Leal on 23 Sep 09 - Cached
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    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.
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