EL PARADIGMA HIBRIDO, una nueva forma de sociedad y de educación!!! juandon Si quetremos denominar a esta época CIVILIACIÓN DEL CONOCIMIENTO, como en algunas ocasiones lo ha dicho Seymour Papert, debemos hacer que el valor añadido que ello representa sirva para ayudar a la sociedad, lo cuál ahora no está sucediendo, por tanto solo sería una inteliquia que no se cumple. Alberto Mollón ¿Civilización del conocimiento? ¿Cómo denominamos entonces a la civilización egipcia y a su pensamiento? …se asocia a Conocimiento por la Influencia de las Tecnologías de la Información y del conocimiento, evidentemente, ppor eso mismo son CARGAS sociales que debemos redefinir y repensar, porque en la realidad estan muy alejadas de lo que verderamente se necesita. Magdalena Espinosa Bueno pero… y los exluídos?? l…a Sociedad es la que debe velar por los escluidos e implementar lo que quiere para ellos, poque si seguimos con la “educación” de ahora, siempre estarán exclusidos, por muchas reformas que se hagan… Me gusta: Me gusta Cargando...
A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses | Kop Rita Kop and Hélène Fournier National Research Council of Canada John Sui Fai Mak Australia Abstract This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. Keywords: Connectivism; networked learning; media affordances; learner autonomy; presence; roles; educator Introduction The emergence of new technologies and their effect on the volume and nature of information on the Web are influencing the context of education and learning (Bouchard, 2011). Complexity, Resilience, and the Need for Agility in Learning Context of the Research Research Methods and Tools Use
Tech Literacy II: Skills for the Online Instructor "Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important." — Bill Gates Maybe you have been tapped to offer a popular course via the Internet, or you are looking to take advantage of the growing opportunities available to expand your professional portfolio. Online teaching has many advantages for students and teachers, such as 24-hour availability and a wealth of readily available resources. But it also has significant disadvantages, such as a lack of face-to-face contact and the distraction of being just a click away from online games not related to the course. However, if you are willing to embrace the strengths and weaknesses of the medium, you can open the doors to an outstanding educational experience for your students and yourself. Even if you are not currently tech-savvy, computer skills and the knowledge to create, manage, and teach courses online can be gained with perseverance and guidance. Web 2.0 Literacy
Structuring Personal Learning Environments for Students: Useful Guidance from Wendy Drexler In the project to educate our students to be digitally savvy and empower them to use the resources of the web to best pursue their own passions in learning as well as to research, evaluate, and use information in their coursework, we could stand to be more intentional in helping them shape their online environment than we have been thus far. Truth be told, I could stand to be more savvy in my own organizing of online learning and networking: I’ve been slow to use tools and develop skills for managing online resource, such as the use of vehicles like Symbaloo, Evernote, or Diigo, and I want to take inspiration from the 7th grade student in the video above to move forward in this way and learn and practive better these skills and with these tools. A PLE is the method students use to organize their self-directed online learning, including the tools they employ to gather information, conduct research, and present their findings. Like this: Like Loading...
10 Ways to Think Differently about Teaching and Learning Editor's Note:With school starting soon, I thought this post was a thoughtful reminder for educators, students and parents whether we are going through the motions of "business as usual" or re-assessing and re-iterating what to expect or what we do. Australian Edna Sackson describes herself as "a teacher, a learner, an inquirer . . . and now a blogger." She can be found at What Ed Said, and works in an International Baccalaureate PYP school in Melbourne, Australia. " . . . 10 things to do on the first day of school . . . . by Edna Sackson A new school year is about to begin in Australia. What needs to happen on "Day 1?" I used to think . . . Edupunks Revisited Note: Mark Notess interviewed Anya Kamenetz in July 2010 for eLearn. We asked for an update on her recent work with the Gates Foundation and her reaction to being criticized for how she uses the term "edupunk." A 60-something Asian-American events curator for a large urban library; a 40-something white computer programmer who has worked for Microsoft among others; a 19-year-old African-American AmeriCorps member. What do they have in common? I first came across the term "edupunk" at a 2009 panel at South by Southwest while researching my 2010 book DIY U. I liked these rebellious professors who were interested in deconstructing education from the inside: getting students to set up blogs and publish their learning to the world, conducting "massively open online courses" that anyone could join. My editors, meanwhile, really liked the term "edupunk." DIY U was half a critique of American higher education, and half a journalistic survey of ideas to make it better. About the Author
Connectivism by Melissa Partin-Harding on Prezi