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CourseBuilderChecklist - course-builder - Checklist of all steps to create a course using Course Builder. - Course Builder

CourseBuilderChecklist - course-builder - Checklist of all steps to create a course using Course Builder. - Course Builder
Costs When you use Course Builder, you create your course as an App Engine application. Currently, each App Engine application can consume a certain level of computing resources for free, controlled by a set of limits. If you need resources above these free limits, you can switch to a paid app to set a daily resource budget. For more information, see Develop with App Engine. Download and install All pathnames are relative to the directory containing Course Builder. Explore Explore Course Builder to get direct experience. Explore the Sample App Deploy You must deploy the Course Builder app before you can make permanent changes to it. Create your course You can create a new, empty course or import the example course and use it as a template. Read the wiki This checklist only covers the basics. reading the Get Started page and proceeding through the wiki sequentially. going to the Course Builder forum. Related:  Manejo de las TIC en la Gestión Docente

The False Promise of the Education Revolution - College, Reinvented By Scott Carlson and Goldie Blumenstyk Last year, leading lights in for-profit and nonprofit higher education convened in Washington for a conference on private-sector innovation in the industry. The national conversation about dysfunction and disruption in higher education was just heating up, and panelists from start-ups, banking, government, and education waxed enthusiastic about the ways that a traditional college education could be torn down and rebuilt—and about how lots of money could be made along the way. During a break, one panelist—a banker who lines up financing for education companies, and who had talked about meeting consumer demands in the market—made chitchat. For most parents, that choice might raise questions—and the banker was no exception. In higher education, that is the question of the moment—and the answer is not clear, even to those lining up to push for college reinvention. Read beneath the headlines a bit. A 'Mass Psychosis' Less Help Where It's Needed

Un resumen de las Universidades que ofrecen cursos gratis en Internet Hemos tratado el tema en varias ocasiones, mostrando los cursos de Stanford, Berkeley y Yale, así como recomendando varios portales que se dedican a este tema (5 portales que ofrecen cursos virtuales gratuitos). La lista es interminable, existiendo un excelente material en Khan Academy, Notre Dame, University of Michigan, University of Cape Town, University of California, Kaplan University, MITx o la enorme lista disponible en ocwconsortium.org, donde están los cursos de la Universidad Politécnica de Madrid, en español. Ahora comentan en mashable que en coursera.org siguen trabajando para ampliar su oferta asociándose a más universidades, recopilando los mejores cursos de las mejores universidades y ofreciéndolos de forma gratuita en Internet. Princeton, Penn, Michigan y Stanford son las cuatro joyas de su corona, con cursos que ofrecen plazos, evaluaciones, debates y, en algunos casos, documento que podemos mostrar en nuestro CV.

On the territorial dimensions of MOOCs To what degree have the territorial dimensions of Massive Open Online Courses (MOOCs) been made visible? Remarkably little, I would argue. This point came has been in the back of my mind for some time on the basis of following coverage about MOOCs including the three high profile leaders of the pack (Coursera, edX, Udacity), other MOOCs (Udemy and WeduboX), and complementary online learning platforms (e.g., Course Hero, iTunesU, Kahn Academy, OpenClass, Open Learning Initiative). Of course there is a long history to the development of these MOOCs (see 'Adjacent possible: MOOCs, Udacity, edX, Coursera' by the MOOC pioneer George Siemens), not to mention the impact of openly accessible courses in the 1970s and 1980s via ‘open university’ platforms that once used public television stations (e.g. British Columbia’s Knowledge Network), but we’ll leave the usually neglected historic foundations story to the side for now.

How Teachers and Educators Can Use Pinterest as a Resource In and Out of the Classroom By Blog Editor Susan Wells You are now on Pinterest, you’ve created boards, pinned and repinned and lost hours of your life without batting an eye. How do you bring Pinterest into your classroom and use it as a teaching resource? (If you missed our first post on how to get set up on Pinterest, read Pinterest for Teachers – How to Get Set Up) Collaboration and Professional Pinterest can bring teachers together like no other social media tool. Many teachers also pin their Teachers Pay Teachers materials. Collaborative boards are also very popular on Pinterest. Teachers and administrators can also collaborate through shared boards. Stay on top of education news and trends. Gather teaching tutorials and professional development materials. Steve Spangler Science also shares teacher blogs on our Pinterest page. For the Classroom Find new ways to organize and decorate your classroom. Organize your ideas. Find science experiments and demonstrations to bring your lessons to life. In the Classroom

Les MOOC changeront-ils les règles de jeu? | Contact North Dans toutes les discussion au sujet des systèmes de gestion de l'apprentissage (SGA), des ressources éducatives ouvertes (REO), des cours en ligne largement ouverts (massive open online courses, ou MOOC) et des avantages et défis de l’apprentissage en ligne, les enjeux les plus cruciaux sont peut-être ceux qui touchent la manière dont la technologie change notre façon d’enseigner et, plus important encore, la manière dont les étudiantes et étudiants apprennent. Faute d’avoir un meilleur terme pour le désigner, nous appelons cela la « pédagogie ». Il est évident que les changements majeurs dans la manière dont nous enseignons aux étudiantes et étudiants du niveau postsecondaire sont déclenchés par l’apprentissage en ligne et les nouvelles technologies, qui augmentent la flexibilité et l’accès à l’égard de l’éducation postsecondaire. Mais cela n’est que la première étape. Quels sont les moteurs du développement de cette nouvelle pédagogie? Les nouvelles demandes d’une société du savoir 1.

Guía oficial de titulaciones y postgrados 2012/2013: ¿qué quieres estudiar? Un año más la web de la CRUE publica un buscador para consultar todas las titulaciones y postgrados de las universidades españolas. El servicio permite filtrar la base de datos introduciendo la nota de corte, el nombre de la titulación, la Universidad donde se desea cursar o la Comunidad Autónoma. Y los resultados de la búsqueda ofrecen «información relativa a las titulaciones, con la nota de corte, créditos, precio y otra información de interés, como aquella relacionada con la propia universidad». En alguna de estas Universidades empiezan a estudiar este año muchos de los alumnos a los que despedí hace ya tres cursos en «mi primer 4º de ESO». Futuros arquitectos, abogados o informáticos a quienes deseo muchísima suerte en esta nueva etapa, dura pero seguro que enriquecedora. Enlace | Guía oficial de titulaciones y postgrados de las Universidades EspañolasBuscador de titulaciones | Guía Oficial de Titulaciones 2012/2013

Flip teaching Flip teaching or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing. This is also known as backwards classroom, flipped classroom, reverse teaching, and the Thayer Method. Traditional vs flipped teaching[edit] The traditional pattern of teaching has been to assign students to read textbooks and work on problem sets outside school, while listening to lectures and taking tests in class. "My AP Calculus class was a really anxious environment, it was weird trying to get through way too much material with not enough time. In flip teaching, the students first study the topic by themselves, typically using video lessons prepared by the teacher[5][6] or third parties. Flipped classrooms free class time for hands-on work. History[edit]

Cómo planificar actividades TIC de manera eficiente | Digitaula jun 15 2012 Cada vez más educadores nos asomamos a Internet y descubrimos nuevas herramientas y recursos TIC. ¡Interesante! -pensamos- ¿Cómo puedo utilizar esto con los alumnos? ¿Me valdrá para lengua, o conocimiento del medio, o matemáticas? Recapitulemos: Encuentro una herramienta TIC que me tiene buena pinta, pienso cómo podría aplicarla en el aula y me invento una actividad didáctica en torno a ella. No podemos pensar primero la herramienta y después buscarle aplicación didáctica. Decisiones curriculares: Aquellas que nos vienen marcadas por la legislación educativa, como establecer unas competencias básicas relacionadas con los objetivos marcados. Los diversos blogs sobre TIC suelen dar a conocer distintas herramientas, ya sean específicas para educación o de cualquier tipo, y proponen posibles aplicaciones. “Saber como utilizar tecnología no es lo mismo que saber cómo enseñar con tecnología” Mishra, Koehler 2006

Sessions | NME2013 Sessions Registration 8:00-9:00 AM Check in and coffeeEdTech Showcase Welcome 9:00-9:15 AM Welcome and Opening Remarks A. Plenary AM 9:15-10:00 AM Plenary: Innovation in the Learning Landscape Laurie Burruss, lynda.com Session A10:15-11:15 AM A1: New Media Publishing: Whither the Textbook? Faculty discuss their experiences creating and using digital books and journals for teaching and learning. A2: Hacking the Archive Digital humanities takes center stage. Working Group: Breaking Through (pre-registration required) Instructors will bring a challenge in their teaching and work with CCNMTL educational technologists to discover how the right combination of pedagogy and technology can help. Session B11:30-12:30 PM B1: Inspection, Reflection, Correction: What Faculty Can Learn From Their Students An examination of three angles of classroom evaluation. B2: Digital Dissemination: Sustainability of Your Scholarly Work Lunch12:30-2:00 PM EdTech Showcase Plenary PM 2:00-2:30 PM Plenary: Sree Sreenivasan:

10 tareas TIC para fomentar la lectura La animación a la lectura es una línea de actuación prioritaria en educación. El desarrollo de la competencia lectora es algo fundamental para afrontar con éxito el resto de competencias. En este artículo se recogen algunos detalles prácticos de un plan lector desarrollado en tercer ciclo de Primaria en íntima relación con el uso educativo de las TIC. Objetivos de animación lectora ¿Qué pretendemos en el alumnado cuando nos embarcamos en un proyecto de lectura? Los libros de lectura La experiencia demuestra que la situación ideal es que cada alumno/a disponga de su propio ejemplar del libro leído. En la biblioteca del centro se puede disponer de títulos con un número suficiente de ejemplares para un grupo aula. A continuación se detallan algunos títulos que suelen funcionar bien en tercer ciclo de Primaria: Documentos de lectura Con el tiempo se ha visto que también es posible desarrollar la competencia lectora utilizando pequeños documentos. Algunos ejemplos de documentos de lectura:

Designing a New Learning Environment What constitutes learning in the 21st century? Should reading, watching, memorizing facts, and then taking exams be the only way to learn? Or could technology (used effectively) make learning more interactive, collaborative, and constructive? Schedule The course runs from Oct 15 - Dec 20, 2012.Workload 4 hours a week.Technical Requirements You need a computer that allows you to watch the video lectures, and the ability to upload your assignments which will be digital artifacts such as powerpoint or video presentations.Statement of Accomplishment Subject to satisfactory performance and course completion, you will receive a statement of accomplishment signed by the instructor. « Less

Cinco maneras TIC de impulsar al alumnado a pensar Hace unos días estaba leyendo el artículo 5 Tech-Friendly Lessons to Encourage Higher-Order Thinking y me ha parecido interesante compartir aquí mis impresiones, porque pienso que plantea actividades TIC que seguramente todos hemos hecho alguna vez en nuestras aulas de idiomas, son sencillas de acometer y efectivamente, como dice el artículo original, impulsan al alumnado a pensar casi de manera invisible. 1. Producir un vídeo de un minuto: esto parece sencillo, sólo necesitamos ya hoy en día un dispositivo móvil en el aula para grabar durante un minuto a un alumno en vídeo, no hay por qué contar ya con cámaras de vídeo ni transportarlas al aula; simplemente con un móvil, grabamos y subimos a nuestro canal de vídeo, o publicamos en nuestro espacio online, o compartimos en redes sociales, siempre con el permiso debido, claro está, de nuestro alumnado o de sus padres o tutores, en el caso de los menores de edad. Ahora bien, ¿un vídeo de un minuto, sobre qué? 2. 3. 4. 5.

Failure of a Prestigious Venture - CHECK.point-elearning.com Failure of a Prestigious Venture Oxford, April 2006 – The AllLearn project, a consortium among Oxford, Stanford, and Yale Universities to research online learning, has come to a close. The eLearning joint venture has folded because it failed to attract enough students. "We offered 110 online courses from Oxford, Stanford, and Yale Universities to over 10,000 participants from 70 countries during the past five years. How much money Oxford lost on the project is undisclosed. AllLearn is reported to have been backed by $12 million in start-up funding and "operated on a budget that is much smaller than many other online education ventures", Lisa Jokivirta of the Observatory noted to "Guardian Unlimited". According to her, the project's founders appear to have underestimated the costs of designing online courses and overestimated the number of students willing to pay tuition costs.

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