Toyoutome blog Neurociencia y tecnología: oportunidades para la educación Toyoutome blog En relación con lo anterior, el cerebro tiene la capacidad de formar nuevas redes o modificar constantemente las existentes como resultado de la interacción de...
I love this definition of MOOCs by Ignatia Inge deWaard in her e-book, MOOC Yourself: “A MOOC is a non-defined pedagogical format to organize learning /teaching/training on a specific topic in an informal, online, and collaborative way.” This captures the key essence of a MOOC highlighting the key differentiators between a MOOC and an online course. I think the confusion between a course on an LMS and a MOOC—especially now that MOOCs are all set to enter the workplace where course tracking has so far been the norm—is going to be rampant. Hence, it is essential to identify the key aspects of what makes a MOOC a MOOC.
Una de las preocupaciones que a menudo emergen al hablar de educación en línea es que sea demasiado “fría”, que no permita una interacción suficientemente humana como para que la experiencia de aprendizaje que se lleve a cabo sea significativa y y plena.
En este artículo se analiza la importancia de desarrollar estrategias para percibir la presencia del otro, la presencia docente, la presencia cognitiva y la presencia social… en la no-presencia.
We are now in the age of visual information where visual content plays a role in every part of life. As 65 percent of the population are visual learners, images are clearly key to engaging people in eLearning courses.
Moving and still images have been included in learning materials for decades, but only now has faster broadband, cellular networks, and high-resolution screens made it possible for high-quality images to be a part of eLearning visual design. Graphic interfaces made up of photos, illustrations, charts, maps, diagrams, and videos are gradually replacing text-based courses.
In this post, we will dig deep into some statistics and facts to further convince of why eLearning developers should embrace visuals when creating their courses.
In December 2013 a group of academics gathered during a Texas snowstorm and began the second phase of a discussion about massive open online courses. They were not terribly impressed by the hype the courses had received in the popular media, and they had set out to create a better body of literature about MOOCs—albeit a less sensational one.
The MOOC Research Initiative, backed by the Bill & Melinda Gates Foundation, had given many of those academics research grants to study what was going on in the online courses. Now the organization has posted preliminary findings from some of those research projects.
The findings have not yet been peer-reviewed and should not be generalized, but they do represent some of the most rigorous analysis to date on MOOCs. Following is a synopsis of the more interesting findings. For wonkier interpretations of the data, you can find the researchers’ own summaries here.
Durante su ponencia, que versa sobre “Arquitecturas de aprendizaje. Bandas creativas en la era del liderazgo por diseño”, nos habla de su dilatada experiencia en articulación de educación con tecnología, cultura y negocios.