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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Content Curation: How To Cite, Credit and Attribute Other People's Content on the Web

Content Curation: How To Cite, Credit and Attribute Other People's Content on the Web | Aprendiendo a Distancia | Scoop.it

Robin Good: Here is a good guide providing the basic principles that should be followed when using, reposting, citing or quoting other people's content (both text and images).

 

The article outlines "proper methods of source attribution on the internet to guarantee the right people get credit for their hard work and ideas."

 

Specific sections of the article cover:

How To Cite Content in Blog Posts How To Cite Content in Social Media How to Give Credit to Guest Bloggers and Ghost Writers How to Cite Images and Visual Content

 

 

Well done. 8/10


Read more: http://blog.hubspot.com/blog/tabid/6307/bid/33098/How-Not-to-Steal-People-s-Content-on-the-Web.aspx

 

 

 


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El código Gutenberg's comment, August 18, 2012 2:01 PM
Thank you very much. You're very kind. I hope that readers like my work in "El código Gutenberg". And thank you for the information in your page.
nickcarman's curator insight, February 17, 2013 5:45 PM

This is an excellent article, which lays out the groundrules for using, or citing someone else's content.

Nevermore Sithole's curator insight, August 29, 2013 8:32 AM

A Good Resource

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Going BYOD

Going BYOD | Aprendiendo a Distancia | Scoop.it

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Peer to Peer U – A New Model of Learning

Peer to Peer U – A New Model of Learning | Aprendiendo a Distancia | Scoop.it

Knowledge used to be the sole domain of the individual, highly educated expert. A professor with a PH.D. or a carefully researched and written book were the best sources to find out about something. This is a model of learning that has held sway since the earliest human societies formed and people with particular fields of expertise taught other members of their groups. The Internet and social media have dramatically changed what it means to know something, and initiatives like Wikipedia are reshaping where we turn for "expert" information. Social collaboration and meaning making are allowing for knowledge to be the domain of a collective group rather than any individual. A recent study even revealed that Wikipedia is now as accurate as the Encyclopedia Britanica.

 

The P2PU Model


P2PU works on the premise that everyone has something to offer, the idea that passion for a subjects can substitute for expertise, and that social interaction is the key to motivation and learning. The motto of the institution is, "learning for everyone, by everyone, about almost anything." While this crowd-based model of expertise cannot substitute for the highly educated scholar’s years of research and careful consideration of a single topic, it does provide a potentially good source of entry-level knowledge to many subjects.

 

Read more, very interesting...:

http://www.onlineuniversities.com/blog/2012/07/peer-peer-u-%E2%80%93-a-new-model-learning/

 


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English resources, English revision, English worksheets,TES Resources

English resources, English revision, English worksheets,TES Resources | Aprendiendo a Distancia | Scoop.it
TES Resources free secondary English resources for teachers: English revision, activities, worksheets, tests, lesson plans, games, puzzles, advice...

 

Read more:

http://www.tes.co.uk/english-secondary-teaching-resources/

 


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Educators as Curators: 8 Steps to Bringing Your Students the Best of the Web

Educators as Curators: 8 Steps to Bringing Your Students the Best of the Web | Aprendiendo a Distancia | Scoop.it

Posted on July 23, 2012 by Jennifer Funk

Licensed Under CCSA/ohsarahrose


Last spring, Dr. Corinne Weisgerber turned her undergrads into Guggenheim-like curators. After building personal learning networks that delivered subject-specific tweets and blog posts, her students chose the most salient content and arranged it online the way a museum curator might an art exhibit. Their goal was to design a learning experience that cut through the noise to bring the Internet’s best content to others.

 

The project arose from Weisgerber’s own experience curating content for students, which she and her St. Edward’s University colleague Dr. Shannan Butler shared at the second annual SXSWedu conference in March.

 

Today, they answer questions about why they think the museum curator is the perfect model for today’s educators (and students), and how you can become one too.

 

Read more:

http://edcetera.rafter.com/educators-as-curators-8-steps-to-bringing-your-students-the-best-of-the-web/

 


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Personalization vs Differentiation vs Individualization

Personalization vs Differentiation vs Individualization | Aprendiendo a Distancia | Scoop.it
Barbara Bray and Kathleen McClaskey developed a chart that explains the differences between personalization, differentiation, and individualization.

 

Read more, very interesting...:

http://barbarabray.net/2012/01/22/personalization-vs-differentiation-vs-individualization-chart/

 


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The growing headache of protecting mobile devices

The growing headache of protecting mobile devices | Aprendiendo a Distancia | Scoop.it

Bring-Your-Own-Device (BYOD) schemes have become increasingly prevalent in most businesses worldwide, as employees look to use their own personal devices in a business context. When asked if employees valued certain devices over others, 89 per cent of those surveyed claimed this was the case.

 

“Rather than fight against the tide, organizations should embrace the use of these devices and work alongside staff to ensure that comprehensive IT policies and best practice guidelines are put in place to assist and inform employees about how their devices should be used. End-point protection for these devices is also crucial if businesses want to safeguard employees against an ever-changing, increasingly sophisticated threat landscape.”

 

Read more:

http://www.net-security.org/secworld.php?id=13245

 


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Movie Segments to Assess Grammar Goals

Movie Segments to Assess Grammar Goals | Aprendiendo a Distancia | Scoop.it

Teaching grammar with movie segments is inspiring and highly motivating.

 

Here you are a series of movie segments and activities to assess or practice grammar points through fun, challenging exercises.

 

Here you will find the movie segments, the lesson plans, printable worksheets with answer key for each activity, and the tips to develop your own grammar activities with the DVDs you have at home.

 


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When Students Are Inspired, They and Their Teachers Are Happier

When Students Are Inspired, They and Their Teachers Are Happier | Aprendiendo a Distancia | Scoop.it
Happiness interview: Andrew Mangino. By Gretchen Rubin...

 

How can we usher in a new era of happiness (and inspiration) in America's schools?


I had to include this question because it's the one I think about every day!

 

Our team at The Future Project believes that just as there is an achievement gap, there is also an inspiration deficit in our schools. When students (and teachers, administrators, custodians, coaches, and parents) are not inspired, they are not happy -- at least not as happy as they could be! Nor do they learn well; reform, we believe, must be built on a foundation of inspiration. So, we're aiming to bring about the world in which all students have found something that inspires and truly excites them, whether civil engineering, French food, botany, or the Roaring Twenties, and channeled it to improve the world around them. All before finishing high school!

 

Read more, very interesting...:

http://www.psychologytoday.com/blog/the-happiness-project/201107/when-students-are-inspired-they-and-their-teachers-are-happier

 


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Konstantinos Kalemis's comment, July 5, 2012 4:51 AM
1. Explain. Some recent research shows that many students do poorly on assignments or in participation because they do not understand what to do or why they should do it. Teachers should spend more time explaining why we teach what we do, and why the topic or approach or activity is important and interesting and worthwhile.
2. Reward. Students who do not yet have powerful intrinsic motivation to learn can be helped by extrinsic motivators in the form of rewards. Rather than criticizing unwanted behaviour or answers, reward correct behaviour and answers.
3. Care. Students respond with interest and motivation to teachers who appear to be human and caring.
4. Have students participate. One of the major keys to motivation is the active involvement of students in their own learning.
5. Teach Inductively.
6. Satisfy students' needs. Attending to need satisfaction is a primary method of keeping students interested and happy.
7. Make learning visual. Use drawings, diagrams, pictures, charts, graphs, bulleted lists, even three-dimensional objects you can bring to class to help students anchor the idea to an image.
8. Use positive emotions to enhance learning and motivation. Strong and lasting memory is connected with the emotional state and experience of the learner.

Konstantinos Kalemis's comment, July 5, 2012 4:52 AM
Also, we have a large number of WEB 2.0 tools for free use in our class.
Gust MEES's comment, July 5, 2012 5:08 AM
@Konstantinos Kalemis,

Hi,
Thanks for your comment, much appreciated...

have a nice day :-)
Gust
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Nine steps to quality online learning: Step 8: Communicate, communicate, communicate

Nine steps to quality online learning: Step 8: Communicate, communicate, communicate | Aprendiendo a Distancia | Scoop.it

This is the ninth in a series of 10 posts on designing quality online courses. The nine steps are aimed mainly at instructors who are new to online learning, or have tried online learning without much help or success.

 

 

 

The first eight posts (which should be read before this post) are:


- Nine steps to quality online learning: Introduction


- Nine steps to quality online learning: Step 1: Decide how you want to teach online


- Nine steps to quality online-learning: Step 2: Decide on what kind of online course


- Nine steps to quality online learning: Step 3: Work in a Team


- Nine steps to quality online learning: Step 4: Build on existing resources


- Nine steps to quality online learning: Step 5: Master the technology


- Nine steps to quality online learning: Step 6: Set appropriate learning goals


- Nine steps to quality online learning: Step 7: Design course structure and learning activities


A condensed version covering all the main posts in this series can be found on the Contact North web site: What you need to know about teaching online: nine key steps. (French version: Ce que le personnel enseignant doit savoir sur l’enseignment en ligne: neuf étapes clés‘)

 

Read more, very interesting...:

http://www.tonybates.ca/2012/07/04/nine-steps-to-quality-online-learning-step-8-communicate-communicate-communicate/

 


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Make Your Podcast Sticky [Infographic]

Make Your Podcast Sticky [Infographic] | Aprendiendo a Distancia | Scoop.it

There are six principles of sticky ideas according to Dan and Chip Heath, authors of Made to Stick. Sticky ideas are ones that we can plainly understand, clearly remember, and easily retell. When teachers and students make educational podcasts, whether audio or video, we want them to be sticky.

 

I created the infographic below that that applies the principles outlined in Made To Stick to podcasting for teaching and learning. You can click the image for a PDF version of the infographic.

 

Thanks to http://donnamurdoch.net/make-your-podcast-stickyinfographic  for this link.

 

Read more:

http://learninginhand.com/blog/make-your-podcast-sticky-infographic.html

 

 


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Internet Etiquette in Online Learning

Internet Etiquette in Online Learning | Aprendiendo a Distancia | Scoop.it
The importance of etiquette in online learning (a set of rules and boundaries) on how classmates and instructors interact online.

 

 

 

 

 

 

Read more:

http://learningonlineinfo.org/internet-etiquette-online-learning/

 


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What is a 21st century teacher?

What is a 21st century teacher? | Aprendiendo a Distancia | Scoop.it
If we want to gain respect as a profession, then we must embrace a 21st century model of constant growth and improvement.

 

 

 

 

Be a reflective practitioner.

 

This is probably one of the most important areas, as we as a profession have in many ways not changed in 100 years. Tools in our classrooms have changed, but the pedagogy and practice have not. A 21st-century teacher is able to look at his or her practices and adapt and change based on the needs of learners. Too many teachers are teaching as they did when they started their careers 10, 20 or 30 years ago. What we know about student learning and motivation has changed; so, too, must the art of teaching.

 

===> Stagnation is the death of any teacher. <===

 

Read more:

http://smartblogs.com/education/2012/06/22/what-21st-century-teacher/

 


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Konstantinos Kalemis's comment, July 1, 2012 6:14 AM
Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certain degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation.
Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject.
On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated.
As the population of the World Wide Web (WWW) increases, its use as a means of delivering instruction is also growing. Several researchers (Parson, 1998; Alexander, 1995; Miller, 1995a & 1995b) argued that while implementing a new technology, educators should evaluate how and why students learn via the new technology in order to help with curriculum and instructional designs. Additionally, Parson (1998) stressed the importance of understanding how the new technology can affect learning when it is used by different types of learners.
Identifying students’ learning styles helps educators understand how people perceive and process information in different ways. According to Cano, Garton, and Raven (1992), one of the most widely studied learning style theories contrasts field-dependence and field-independence. Several studies (Annis, 1979; Moore & Dwyer, 1992; Ronning, McCurdy, & Ballinger, 1984) have shown that field-independent people tend to outperform field-dependent people in various settings. However, in their study related to the effects of learning styles on achievement in a WWW course, Day, Raven, and Newman (1997) found learning styles had no effect on student achievement or attitudes toward Web-based instruction, which echoes the findings of the study on learning styles in a hypermedia environment conducted by Liu and Reed (1994).
The taxonomy of learning styles developed by Curry (1990) used the concepts of learning styles, student achievement, and motivation to explain the process of learning. Learning styles consist of a combination of motivation, engagement, and cognitive processing habits, which then influence the use of metacognitve skills such as situation analysis, self-pacing, and self-evaluation to produce a learning outcome. Curry’s taxonomy (1990) suggested that motivation, learning styles, and student achievement are associated



Gust MEES's comment, July 1, 2012 10:45 AM
@Konstantinos Kalemis

Hi, Thanks for your valuable comment, much appreciated. Have