Aprendiendo a Distancia
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Aprendiendo a Distancia
Colaborando para una mejor educación en línea para adelantar la evolución de la enseñanza y aprendizaje usando la tecnología y pedagogía como estrategias.
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The eLearning Guild : 61 Tips for Making Learning Memorable with Graphics and Visual Design : Publications Library

The eLearning Guild : 61 Tips for Making Learning Memorable with Graphics and Visual Design : Publications Library | Aprendiendo a Distancia | Scoop.it
How can you make your learning deliverables appealing,
effective, and truly memorable? While high-quality content and instructional
design are the foundation of any effective learning deliverable, good graphics
and visual design help attract learner...
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5 Math Manipulatives for your Digital Toolkit

5 Math Manipulatives for your Digital Toolkit | Aprendiendo a Distancia | Scoop.it
Five FREE apps for your virtual math toolkit.  Geoboard by The Math Learning Center (a nonprofit organization dedicated to K – 12 education) is a FREE app that turns your iPhone/iPad into a virtual...
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5to Encuentro EducaPR

5to Encuentro EducaPR | Aprendiendo a Distancia | Scoop.it

Separa tu espacio para el 5to Encuentro de la Red de Educadores Puertorriqueños.

Estaremos en el anfiteatro Chardón en el Recinto Universitario de Mayagü…

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Supporting professional learning in a massive open online course | Milligan | The International Review of Research in Open and Distance Learning

Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs), providing free and flexible access to formal education for millions of learners worldwide. MOOCs present a potentially useful mechanism for supporting and enabling professional learning, allowing opportunities to link formal and informal learning. However, there is limited understanding of their effectiveness as professional learning environments. Using self-regulated learning as a theoretical base, this study investigated the learning behaviours of health professionals within Fundamentals of Clinical Trials, a MOOC offered by edX. Thirty-five semi-structured interviews were conducted and analysed to explore how the design of this MOOC supported professional learning to occur. The study highlights a mismatch between learning intentions and learning behaviour of professional learners in this course. While the learners are motivated to participate by specific role challenges, their learning effort is ultimately focused on completing course tasks and assignments. The study found little evidence of professional learners routinely relating the course content to their job role or work tasks, and little impact of the course on practice. This study adds to the overall understanding of learning in MOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how professional learning could be integrated with formal, online learning.

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Age and Gender Differences of Students' Assessments of Online, Hybrid, and On-Ground Learning

Online learning has become a rapidly developing educational alternative. As a result, many universities deliver online courses across a variety of disciplines. However, few studies have evaluated students’ perceptions of the effectiveness of online courses in computer and information systems. Furthermore, even fewer papers have examined how these perceptions vary with regard to age and gender. This paper presents an extension of a previous study conducted by the authors, which surveyed students at two universities to examine online learning in computer and information system’s curricula. This study examines if age and/or gender of students affect perceived effectiveness of on-ground instruction, online instruction and hybrid instruction and if prior effectiveness rating affect choice of online instruction.

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Influence of incentives on performance in a pre-college biology MOOC | Jiang | The International Review of Research in Open and Distance Learning

Influence of incentives on performance in a pre-college biology MOOC | Jiang | The International Review of Research in Open and Distance Learning | Aprendiendo a Distancia | Scoop.it

There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this debate. In this study, factors influencing enrollment and completion in a pre-college preparatory MOOC were explored. University of California at Irvine (UCI) students of all preparation levels, defined by math Scholastic Aptitude Test (SAT) score, were invited to take a Bio Prep MOOC to help them prepare for introductory biology. Students with math SAT below 550 were offered the explicit incentive of an early change to the biology major upon successful completion of the MOOC and two additional onsite courses. Our results demonstrate that, among course registrants, a higher percentage of UCI students (>60%) completed the course than non-UCI registrants from the general population (<9%). Female UCI students had a greater likelihood of enrolling in the MOOC, but were not different from male students in terms of performance. University students entering with low preparation outperformed students entering who already had the credentials to become biology majors. These findings suggest that MOOCs can reach students, even those entering college with less preparation, before they enter university and have the potential to prepare them for challenging science, technology, engineering, and mathematics (STEM) courses.

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The 8 Components of A Digital Learning Environment ~ Educational Technology and Mobile Learning

The 8 Components of A Digital Learning Environment ~ Educational Technology and Mobile Learning | Aprendiendo a Distancia | Scoop.it

Via Marta Torán
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Carmen03's curator insight, November 2, 2014 11:22 AM

Los 8 componentes de un entorno de aprendizaje digital

ManufacturingStories's curator insight, November 2, 2014 1:42 PM

For more resources on STEM Education visit http://bit.ly/1640Tbl

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Blended Learning Webinars | eSpark Learning

Blended Learning Webinars | eSpark Learning | Aprendiendo a Distancia | Scoop.it
eSpark offers free webinars twice a month on various blended learning topics hosted by our team of teachers, technology experts, and district leaders.
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Inteligencias múltiples y matemáticas | El Blog de Educación y TIC

Inteligencias múltiples y matemáticas | El Blog de Educación y TIC | Aprendiendo a Distancia | Scoop.it
Hoy, nuestra colaboradora Dácil González nos habla sobre cómo trabajar en nuestra clase de matemáticas cada una de las ocho inteligencias múltiples propuestas por Howard Gardner. ¿Te lo vas a perder?

Via Marta Torán, juandoming
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Marta Torán's curator insight, October 31, 2014 1:39 PM

Me ha encantado el post en Tiching. Una profesora nos explica como trabajar las inteligencias múltiples enseñando matemáticas.


 Enseñanza personalizada. 

 

 Muy bueno

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Blackboard Releases iPad App for Teachers

Blackboard Releases iPad App for Teachers | Aprendiendo a Distancia | Scoop.it
Blackboard has announced its release of a new app that aids teachers in the K-12 market with workflow, tracking, and grading of student submissions.
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Teoría del Aprendizaje Del Constructivismo al Conectivismo. Vídeos

Teoría del Aprendizaje Del Constructivismo al Conectivismo. Vídeos | Aprendiendo a Distancia | Scoop.it
Os comparto algunos vídeos del material de un curso que impartí en modalidad eLearnig en la Escola d'Estiu d'Educació de Persones Adultes. Están en Castellano. Estos 4 vídeos son sobre Teorías del ...

Via Marta Torán, Militao de Maya Ricardo
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Marta Torán's curator insight, October 30, 2014 4:07 PM

Félix Eroles comparte en su blog Personas que Aprenden vídeos sobre teorías del aprendizaje.

Silvan Pan Morel's curator insight, November 1, 2014 2:43 AM

agregar su visión ...

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What can educators learn from the maker movement?

What can educators learn from the maker movement? | Aprendiendo a Distancia | Scoop.it
Fortunately for educators, the maker movement overlaps with children’s natural inclination to learn by doing.
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OpenLibra | EtnasSoft

OpenLibra | EtnasSoft | Aprendiendo a Distancia | Scoop.it
Todos los libros del catalogo poseen licencias libres, por lo que puedes descargarlos sin pedir permiso. Busca y coge lo que quieras: es de todos.
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Resource requirements and costs of developing and delivering MOOCs | Hollands | The International Review of Research in Open and Distance Learning

Resource requirements and costs of developing and delivering MOOCs | Hollands | The International Review of Research in Open and Distance Learning | Aprendiendo a Distancia | Scoop.it

Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document the resources expended on their development and delivery. However, there is little publicly available information on MOOC costs that is based on rigorous analysis. In this article, we first address what institutional resources are required for the development and delivery of MOOCs, based on interviews conducted with 83 administrators, faculty members, researchers, and other actors in the MOOCspace. Subsequently, we use the ingredients method to present cost analyses of MOOC production and delivery at four institutions. We find costs ranging from $38,980 to $325,330 per MOOC, and costs per completer of $74-$272, substantially lower than costs per completer of regular online courses, by merit of scalability. Based on this metric, MOOCs appear more cost-effective than online courses, but we recommend judging MOOCs by impact on learning and caution that they may only be cost-effective for the most self-motivated learners. By demonstrating the methods of cost analysis as applied to MOOCs, we hope that future assessments of the value of MOOCs will combine both cost information and effectiveness data to yield cost-effectiveness ratios that can be compared with the cost-effectiveness of alternative modes of education delivery. Such information will help decision-makers in higher education make rational decisions regarding the most productive use of limited educational resources, to the benefit of both learners and taxpayers.

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A social network perspective on peer supported learning in MOOCs for educators | Kellogg | The International Review of Research in Open and Distance Learning

A social network perspective on peer supported learning in MOOCs for educators | Kellogg | The International Review of Research in Open and Distance Learning | Aprendiendo a Distancia | Scoop.it

A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.

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MOOC integration into secondary school courses | Najafi | The International Review of Research in Open and Distance Learning

MOOC integration into secondary school courses | Najafi | The International Review of Research in Open and Distance Learning | Aprendiendo a Distancia | Scoop.it

We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. Although the MOOC-only students watched more unique videos, the blended-mode students stayed more on-track with the MOOC. The blended-mode students showed more persistence in retaking quizzes, yet they scored lower than the MOOC-only students.

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