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El cambio metodológico que supone la docencia en redes, a distancia o no, implica a docentes y a técnicos. Un trabajo conjunto bien fluido es imprescindible. Bajo este presupuesto no es tan importante la cuestión sobre si la plataforma elegida, es de código abierto, tipo Sakay o Moodle, o es de tipo corporativo como Blackboard o Web CT, u otra de las discusiones tan frecuentes, como el entendimiento y la buena comunicación. Debe articularse, no solo una comunicación fluida, entre el cuerpo técnico encargado de la instalación y configuración, del mantenimiento, actualizaciones, etc. y los profesores o los diseñadores instruccionales, sino que sobre todo debe haber instrumentos técnicos de trabajo en común. Creemos que una buena metodología es la basada en patrones de elearning.
Contiene muchas ideas. Discutibles unas, originales otras, pero todas valiosas o interesantes para discutir o rebatir.
This article by Peter Stokes, an executive vice-president at Eduventures, has some interesting ideas about how to promote real innovation in the higher education system. In principle, he’s suggesting US Federal funding for a conventional public institution to set up a parallel organization to test alternative ways of organizing, delivering and assessing teaching and learning, but within the Federal regulatory environment to stop diploma mills benefiting from the funding.This of course is a US model, but the idea has some merit for other jurisdictions. It could be argued that innovation comes from the bottom-up, and can’t be top down, but the example he gives is of commercial companies such as Xerox or Bell creating arms-length R&D organizations free of the commercial pressures of a large company. The charge or mandate for such models would be to maintain or improve the quality of graduates at less cost than the current system
Some educators see a future where alternative forms of credentials, such as “badges” certifying exactly which skills had been learned, will be widely accepted by employers.
Innovation in higher education, I sometimes think, is a bit like the weather. Everybody talks about it, but nobody does anything about it.Every six months or so, as some new conference or other on the future of higher education heaves into view, I’ll get a call asking if I can list any and all recent innovations in higher education. The people on the other end of the line seem to feel that these innovations must surely be out there, so they make phone calls looking for them. But they always seem disappointed when I resort to listing the usual suspects: online universities, open educational resources, commercial ventures looking to partner with institutions. That’s not innovation, the people on the other end of the line seem to be saying. And in many respects, I agree with them. We haven’t yet seen anything truly game-changing, have we?
Read more: http://www.insidehighered.com/views/2011/10/27/essay-us-should-create-demonstration-program-spur-innovation#ixzz1cBS10c2fInside Higher Ed