Aprendizaje en red. El cambio de paradigma.

Learning basic digital skills through use of a network is somewhat of a contradiction.  Hence, I have commented on Siemens’s key principles in the context of this most fundamental learning in a networked world.  In the developing world, the most basic of digital skills (keyboard, mouse, logging on etc.) have to be learned before more valuable skills (searching, publishing) can be developed.

• Learning and knowledge rests in diversity of opinions.

A non-networked person will have been exposed to only a narrow range of opinions. Hence the acquisition of digital skills is an essential precursor to accessing a diversity of opinions. It is no surprise that repressive regimes limit access to diversity of information.

• Learning is a process of connecting specialised nodes or information sources.

However, a more fundamental learning is that of understanding that such sources exist and how to find them.

When we decide that digital is the only way, we lack the foresight to know it is not for everyone immediately. We need to learn what is relevant and what is not.

Estas visiones son unas pocas de tantas que existen actualemte:
-Learning 2.0 (Stephen Downes)
-Aprendizaje abierto, ubicuo e inclusivo (Juan Domingo Farnós)
-Educación Expandida (Zemos 98)
-EduPunk (Jim Groom)
-Socionomía (Dolors Reig)
-Sharismo (Isaac Mao)
-Aprendizaje Rizomático
-Nómadas del Conocimiento (John Moravec)

-Bring Your Own Device (BYOD)

Edumorfosis's insight:

Estas visiones son unas pocas de tantas que existen actualemte: 
-Learning 2.0 (Stephen Downes)
-Aprendizaje abierto, ubicuo e inclusivo (Juan Domingo Farnós)
-Educación Expandida (Zemos 98)
-EduPunk (Jim Groom)
-Socionomía (Dolors Reig)
-Sharismo (Isaac Mao)
-Aprendizaje Rizomático
-Nómadas del Conocimiento (John Moravec)

-Bring Your Own Device (BYOD)

Relaciona las intelegencias múltiples con las TIC

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.

Lets get smart with Big Data in the E-learning arena to get the most advatageous learning experience!

Espacios para el aprendizaje con tecnología incluida, basado en una video-entrevista a Mercè Gisbert para Conocity

Es una potente mezcla Tecnologia + Pedagogia + Contenido epistemológico