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Utilice la barra de navegación de arriba para moverse a través de los vídeos para el módulo de esta semana . Desplácese hacia abajo para espacios de discusión. Introducción Este video, de Elsevier , una de las editoriales más grandes del mundo, ofrece una breve descripción de la historia de la edición académica, y un vistazo a sus principales funciones de registro, certificación, difusión, preservación y uso.

Utilice la barra de navegación de arriba para moverse a través de los vídeos para el módulo de esta semana . Desplácese hacia abajo para espacios de discusión. Introducción Este video, de Elsevier , una de las editoriales más grandes del mundo, ofrece una breve descripción de la historia de la edición académica, y un vistazo a sus principales funciones de registro, certificación, difusión, preservación y uso.

Aún no entiendo el proceso de peer assessment en español, es el mismo que en inglés? sólo el link?

Dr Jane McGonigal (a professional game developer) talks about the time spent playing video games (which approximates to the span of human evolution), and that this time has to increase to make any major changes to the world. I have selected this resource partially in relation to week 3's Clarke's lecture (and others), which talks about using our idle time to do something meaningful - participate in citizen science games, for example. Dr McGonigal's talk very much illustrates this point - except that it talks about solving global issues through indirect games, e.g. a World Without Oil online game simulates a world in which you have to survive oil shortage. Creator's research shows, that people maintain the skills and habits they have taken up after playing this intense game, which include making better choices for our changing environment. The only difference here from actual citizen science games is that Dr McGonigal's games are fictional (rather than providing direct data / input for actual scientific research), however, they empower people to influence global change, which is the topic of the other lectures this week, especially Morozov's thoughts about the power of internet and connectiveness to create "revolutions". Although Morozov has taken up a rather critical view, suggesting only those who want it, take the best from the Internet, Dr McGonigal's ideas might be what bridges the two - taking games, which are integral part of many people's lives, especially in the younger generation, and turning them into real "life schools" may help more people get the idea and the essential skills to "fix" their environments. In all honesty, this is a video I would watch again and again, and recommend it to anyone who would listen (and that doesn't happen often for me).

Gamification for learning - using game elements - sounds very promising. Prior to the internet, technology, there were board games or hands on projects - all with the intent to engage and interact with each other. So it is no surprise to me given the appropriate design/project that students can learn and solve real world problems. Letting students choose their persona and role also allows them to make their own future and take ownership for how they want to participate. Just like the original promise of multimedia training that was purported to replace the traditional classroom events and enable getting the "best" teacher recorded for all to have the same experience...I believe it was then thought that the learning experience needs o be "blended". Different techniques - online, face to face, etc.. This is not my field of expertise so these are just personal opinions. If the online game approach can be combined with face to face and tactile/outdoor activities, aka a blended approach - I think that might be very useful. I do also believe that design solutions should be encouraging win win situations to reinforce collaboration and the feeling that all can succeed. One question I might have is how do you measure success in learning?

Gaming promoters unfortunately for me have a commercial agenda and its always difficult to make that balance of pure learning and commercialization aspect

In the classroom, the MOOC material became a new form of textbook. The students found the video lectures easy to follow. They could watch each bite-sized two- to seven-minute video in its entirety and retain the information. The finger exercises following the video further reinforced their learning.

A description of the future of libraries being makerspaces - centres of production as well as consumption.

Gracias por compartirlo, esta nueva tendencia de la BIblioteca como espacios de creación y producción es muy enriquecedora.

This video shows the possibilities for libraries: Encouraging users to create content in addition to absorbing it. Melanie Florencio provided excellent exemplars, spanning generations (the old and the young) and showing that all can participate.

Colleges and universities aren't just teaching businesses about the value of technology, they're leading by example. At the core of their lesson is an essential technology: the video content management system. With it, universities are able to use low-cost computers and anything from high-end cameras to consumer webcams to record every lecture in every classroom across campus. Some go beyond recording, broadcasting live courses to remote learners around the world.

Cool short video describing skills we need to be part of the participatory culture.

This video did a great job of illustrating the shift from critical media consumption to more participatory culture. We are no longer just consumers, we are now producers, curators and publishers. We must develop critical digital literacy skills in order to creatively express ourselves online.

Yousef Eldin explores the impact that new developments in mobile phone technology are having on life in some of Uganda's most isolated communities

A successful author on YouTube, Matt Santoro, uses YouTube as a teaching tool, publishing a new video on some aspect of knowledge every Saturday.

A successful author on YouTube, Matt Santoro, uses YouTube as a teaching tool, publishing a new video on some aspect of knowledge every Saturday.

Hola en este video es una muestra de como los avances tecnológicos infieren en el desarrollo de los aprendizajes de las personas.

"School of Open is a global community of volunteers providing free online courses, face-to-face workshops, and innovative training programs on the meaning, application, and impact of "openness" in the digital age. Through School of Open, you can learn how to add a Creative Commons license to your work, find free resources for classroom use, open up your research, remix a music video, and more!"

Embrace the remix ​https://www.ted.com/talks/kirby_ferguson_embrace_the_remix Nothing is original, says Kirby Ferguson, creator of Everything is a Remix. From Bob Dylan to Steve Jobs, he says our most celebrated creators borrow, steal and transform.

This video explains in all aspects, deeply and broadly, the fair use doctrine.

Use engaging videos on TED-Ed to create customized lessons. You can use, tweak, or completely redo any lesson featured on TED-Ed, or create lessons from scratch based on any video from YouTube.

The combination of the Vernier Video Physics and the Vernier Graphical Analysis apps works well to digitize and analyze simple video x,y coordinate data on the iPad. However, it is sometimes desirable to digitize more complex data (e.g., changes in the area of an object over time), and other apps work better in this regard.

A video conversation with Howard Rheingold and Buffy Hamilton, a high school librarian. According to Buffy, "The library is the shared story of human experience". She works with students to help them "create the story of their lives".