Declaración internacional "Educación para Todos" UNESCOEstandaresDocentes.doc. Usos matemáticos de internet para la enseñanza secundaria. Acuerdo_592 SEP. Nativos e inmigrantes digitales. Cinco dimensiones para medir la competencia digital. Guia metodológica. Desarrollo de habilidades digitales. La evaluación inicial de la competencia digital.
Internet en el aula: las WebQuest. Las TICs como proceso de enseñanza. Lázaro S. Dibut Toledo, Giraldo Valdés Pardo, Hassan Arteaga Rodríguez, Laura Toledo Diez, Viviana Toledo Rivero, Sandra Agudín Pérez. Nos proyectamos hacia el siglo XXI desde finales de un sueño, desde una utopía inalcanzable, con una profunda crisis económica, social, política, ideológica, de estructura del propio saber. Una crisis que desde las dos últimas décadas, viene afectando al conjunto de las sociedades actuales. Se trata de una crisis descivilizatoria comparable a la que atravesó Occidente en los siglos XIV al XVI, que dió lugar a la era de la Modernidad, entre finales del XVIII y XIX J.M.Sancho [1]. Según autores como A. En este proceso hay dos componentes básicas: la racionalidad y la subjetividad. Esto es casi incontrolable y más aún con análisis como el que hace I.
A la perplejidad política, social y económica hay que añadir los efectos producidos por la proliferación de las aplicaciones de la tecnología de la información y la comunicación. Preparando a los estudiantes para el e-learning. Preparing Students for Elearning Elearning Course October 14, 2002 The following is a summary of "content created" as a result of Week 4 of discussions using a non-traditional approach to learning (participants of "elearning noncourse"). This article is best understood as a collage of thoughts, rather than a cohesive essay. Contributors to the discussion: Jennifer Cowley, Sharon Chanley, Stephen Downes, Lisa Holstrom, Dawn Ressel, George Siemens, Mitchell Weisburgh Introduction Preparation Ecosystem Preparing Students for Elearning Role of the Student in Elearning Role of the Instructor in Elearning Role of Learning Styles Profile of "Ideal" Online Student Tasks to Complete Before Course Start Support Documents for Students Conclusion Introduction Elearning struggles with high drop out rates.
In order to improve student completion rates, organizations have several options: This article focuses on the final point: preparing students for elearning. Preparation Ecosystem Role of the Student. Arquitectura de mundos virtuales. This paper describes a shared virtual world with four key goals: a reasonable economic model; low latency for world synchronization; a hospitable environment for users; and affordances for social interaction.
The first goal is supported by examining economic issues related to the design of commercially viable 3D virtual environments including issues such as allowing use of currently developed Web based content. The second goal is supported by underlying network support that combines a mixed set of Internet protocols and a mixed model of a central server for universal resource management and multicast based transaction distribution. The final two goals are supported through architectural design patterns and a literature review of social issues and personal representation in virtual worlds. Keywords: Virtual environments, shared virtual worlds, GreenSpace. INTRODUCTION Virtual communities have been growing steadily over the past 10 years. Economic Validity Personal Representation.
El impacto de 3D en el aprendizaje. The Impact of Three Dimensional Immersive Virtual Environments on Modern Pedagogy A Report of Workshops Held in: Seattle, Washington and at the University of Loughborough, England, in May and June, 1997 by Thomas A Furness III, PI, Director, Human Interface Technology Laboratory William Winn, Co-PI, College of Education and Human Interface Technology Laboratory Rose Yu, Manager of Special Projects, Human Interface Technology Laboratory at the University of Washington January 30, 1998 The National Science Foundation (NSF) funded the Human Interface Technology Laboratory (HITL) at the University of Washington to hold a three-day workshop on "The Impact of Three Dimensional Immersive Virtual Environments on Modern Pedagogy" in Seattle, Washington, and a three-hour mini-workshop at a Virtual Reality in Education and Training (VRET '97) Conference in Loughborough, England.
The HITL invited people with backgrounds in educational technology, cognitive psychology, global change and K-12 education. I. II. Constructivismo en práctica: aprender haciendo en el mundo virtual. This last point is especially crucial, as "taking the time and energy to reflect on and improve ones work is essential to the understanding process itself" (p. 124).
Instead of the traditional black-and-white, single score assessments usually meted out by traditional instructors, students learn instead that there are indeed many shades of gray, that it is difficult to judge and to be judged. Rief (1990) also supports self-assessment, especially in middle-school aged children. In her utilization of self-assessment techniques of student writing over the course of a year, Rief came to understand that it was the students personal dialogue that was most valuable. In establishing criterion for portfolio work, she found that it was best if she imposed external criteria by which the portfolio would be judged, and allowed the students themselves determine the internal criteria: In the next section, three classroom examples of constructivist principles in practice are described. 2.1.2.3. 2.1.3. Tony Bates - Cómo gestionar el cambio tecnológico ...