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Las 10 características de un genio

Las 10 características de un genio | E-learning and MOOC | Scoop.it

Via Maite SF, Gumersindo Fernández
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Maite SF's curator insight, March 10, 2013 3:52 PM

LAS 10 CARACTERÍSTICAS DE UN GENIO. ¿Cuál es tu punto fuerte, cuál te falta?

1% -> Inspiración; 29% -> Esfuerzo; 5% -> Improvisación; 8% -> Ambición; 7% -> Contemplación; 15% -> Investigación; 13% -> Frustración; 11% -> Imitación; 10,9% -> Osadía; 0,1% -> Pasión

Jose Boixadera's curator insight, March 11, 2013 11:50 AM
Por lo visto, para ser un genio sólo se necesita una bombilla.
E-learning and MOOC
Lo referente a la educación adistancia con el uso de la Web 2.0 e-learning, educación a distancia, MOOC, Moodle
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Connectivism Learning Theory

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Via Dr. Susan Bainbridge
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Evaluación del aprendizaje para promover el desarrollo de competencias. | Villardón Gallego | Educatio Siglo XXI

Evaluación del aprendizaje para promover el desarrollo de competencias.
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EdVisto - Create Stories. Learn Together.

EdVisto - Create Stories. Learn Together. | E-learning and MOOC | Scoop.it
Finnish teaching method through online video storytelling, for active learning, creativity, co-creation and international collaboration

Via Baiba Svenca
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Joyce Valenza's curator insight, July 8, 8:54 AM
Looks very promising for instruction and storytelling and their intersection!

 
Ricard Garcia's curator insight, July 10, 2:18 AM
Storytelling with a sound structure to implement in class
Leena's comment, July 26, 12:43 AM
Amazing
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How to create presentations in 10 easy steps

How to create presentations in 10 easy steps | E-learning and MOOC | Scoop.it
Follow these 10 rules to create professional presentations that will make a significant difference in traction and results. The Must Read ultimate guide to creating better engaging Presentations.

Via Baiba Svenca
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Fátima Campilho's curator insight, May 29, 2013 9:58 AM

Boas ideias e nova ferramenta de apresentação.

Gary Harwell's curator insight, June 18, 2013 1:45 AM

Our students can benefit from this as opposed to "It seems like a good idea"

Gary Harwell's curator insight, June 18, 2013 1:46 AM

Can ouor students benefit from this?

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9 online learning predictions for the upcoming term « Online Learning Update

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Moodle Community Platform to Offer Closer Ties to OER, Crowdfunding Mechanism « Online Learning Update

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Online Learning Update

Arturo B's insight:
Moodle Community Platform to Offer Closer Ties to OER, Crowdfunding Mechanism
http://people.uis.edu/rschr1/onlinelearning/?p=33022

E-learning is imperative to build individual and workforce capability
http://people.uis.edu/rschr1/onlinelearning/?p=33007
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Insignias Digitales: Una nueva forma de acreditar aprendizajes 

Insignias Digitales: Una nueva forma de acreditar aprendizajes  | E-learning and MOOC | Scoop.it

Cada vez más a menudo se escucha hablar sobre el uso de badges, o insignias digitales. Las vemos publicadas en blogs, páginas y sitios de docentes, estudiantes y profesionales. En este artículo veremos en qué consisten  y qué valor le aportan al aprendizaje en ambientes virtuales y presenciales.


Via Net-Learning, Carolina Montes, Edumorfosis
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António Leça Domingues's curator insight, June 21, 4:26 AM
Uma nova forma de certificar aprendizagens.
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Social Learning: A retail case study

Social Learning: A retail case study | E-learning and MOOC | Scoop.it

Social learning is nothing new. In fact Albert Bandura developed one of the most relevant theories. This model talks about the ‘reciprocal determinism’, meaning the world and people’s behaviour affect each other. 

 

It’s interesting in learning and development as we have seen a move to ‘talent developers’ and are also incorporating ‘culture and environment’ into our roles. This makes sense really, assuming you agree with Bandura’s Theory. Your world, culture and environment influences your behaviours and therefore learning.

 

Bandura’s Social Learning model is the reciprocal link between cognitive, behavioural and environmental influences. Often this comes through human modelling of others; this might be generally in the workplace, or could be online.

 

There are several factors that are needed for Bandura’s Theory to work. These are:

Attention - Ability to notice what is happening in a social learning forum. This may include sensory abilities for example.Retention - This relates to remembering what you have learnt.Reproduction - Self observation techniques and reproducing these.Motivation - This is your reasoning to imitate, for example, this could be personal development objectives.
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Nevermore Sithole's curator insight, July 26, 7:35 AM
Social Learning: A retail case study
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03 ideas para acelerar la innovación en educación

03 ideas para acelerar la innovación en educación | E-learning and MOOC | Scoop.it
La palabra innovación está en boca de todos. Hemos aprendido que debemos innovar en educación porque seguimos manteniendo un modelo obsoleto que ofrece pocas respuestas a los problemas de la sociedad del siglo XXI. Sin embargo, en Disruptiva creemos que el tiempo es propicio para ir más allá, buscar trascender las modas y formas adoptadas hasta ahora y empezar a construir nuestro propio ‘Opportunity Valley educativo’. Por ello, queremos proponer algunas ideas que podrían servir como primeros pasos para empezar ese proceso:

Via Edumorfosis
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Web Literacy 2.0

Web Literacy 2.0 | E-learning and MOOC | Scoop.it
This paper captures the evolution of the Mozilla Web Literacy Map to reach and meet the growing number of diverse audiences using the web. The paper represents the thinking, research findings, and next iteration of the Web Literacy Map that embraces 21st Century Skills (21C Skills) as key to leadership development.

As technology becomes more ubiquitous, and more people come online, Mozilla continues to refine its strategies to support and champion the web as an open and public resource. To help people become good citizens of the web, Mozilla focuses on the following goals: 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all. In order to accomplish this, we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world. Having these skills on the web expands access and opportunity for more people to learn anytime, anywhere, at any pace. Combined with 21C leadership Skills (i.e. critical thinking, collaboration, problem solving, creativity, communication), these digital-age skills help us live and work in today’s world. Whether you’re a first time smartphone user, an educator, an experienced programmer, or an internet activist, the degree to which you can read, write, and participate on the web while producing, synthesizing, evaluating, and communicating information shapes what you can imagine—and what you can do. follows:

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More than robo-markers: the possibilities of AI in education

More than robo-markers: the possibilities of AI in education | E-learning and MOOC | Scoop.it

To some, artificial intelligence (AI) sounds like a futuristic possibility. But it’s already here, and it’s prolific. Apple’s Siri and Amazon’s Alexa are just two examples of advanced AI embedding themselves into our lives. 


Education, too, is not immune to AI’s creep. When it comes to applying it to learning, however, Simon Buckingham Shum, a professor of learning informatics at UTS and director of the university’s Connected Intelligence Centre, and Simon Knight, a lecturer in learning analytics at UTS, say computers marking essays is just one direction we could take. 


Campus Review asked them about its other surprising uses, and of course, whether the robots will take over.


Via Kim Flintoff, Mark E. Deschaine, PhD, Edumorfosis
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Digital skills that teachers need for the connected classroom #1: Backchannels

Digital skills that teachers need for the connected classroom #1: Backchannels | E-learning and MOOC | Scoop.it

In the last twenty-five years since I started teaching, I have seen little real change in the nature of the ELT classroom. It’s true that whiteboards and blackboards have become digitised in many classrooms and now replace the role of tape recorders and video cassette decks, many course-books now have a range of digital materials that can be displayed on a data projector rather than an OHP, and many publishers now provide a range of interactive materials that students can use for homework. Despite all these things though, much of what they deliver is very similar to the materials I used when I first did my teaching certificate all those years ago.

What has changed however are the students. The students I see coming in to most classrooms around the world have some degree of digital literacy, some form of device to access the internet, and a familiarity with using the device to manage their parallel digital reality through a range of apps and social media platforms.

I’d like to stress though the social aspect of this parallel reality. Students may well be adept at greeting their friends in the classroom whilst maintaining an ongoing image based conversation through Snapchat, but when class starts and the teacher steps forward this ability to seamlessly function across the digital and physical planes stops.

At this point students are expected to give the physical world – and a person within it – their 100% full attention, something for which they have had very little practice or training for in any other context. What’s more, the teacher in their physical world is using a broadcast method of communication – speaking – which often lacks the kind of short message and response interaction with which they are familiar.

At the same time they are being asked to ignore the highly interactive parallel digital channel that they are used to co-inhabiting. The result of this scenario is of course the kind of digital distraction and lack of attention that most teachers are fighting against in classrooms around the world.


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¿Le damos la vuelta a la evaluación?

¿Le damos la vuelta a la evaluación? | E-learning and MOOC | Scoop.it

Siempre me ha interesado conocer la opinión de mi alumnado respecto a las actividades realizadas en el aula y a mi desempeño como docente.
El problema es que uno no puede llegar y decirle: “Oye, y tú ¿qué opinas? ¿estás contento?”  Porque claro, que va a decir: “Profe, estoy muy contento y motivado porque es usted el mejor del mundo”.


Via Gumersindo Fernández
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Google drive para profes

Google drive para profes | E-learning and MOOC | Scoop.it

Via Maite SF
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Orientacion IES HRL's curator insight, July 14, 2013 1:00 PM

by Jose Luis Cabello

Agora Abierta's curator insight, January 20, 2014 6:47 AM

Google Drive para maestros

Marielos Gutiérrez's curator insight, June 6, 2014 12:56 PM

Un breve resumen de las bondades que nos ofrece Google Drive, aplicables al eLearning. 

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Paralanguage - How Can You Use It to Give Better Presentations?

Paralanguage - How Can You Use It to Give Better Presentations? | E-learning and MOOC | Scoop.it
An explanation of paralanguage, with visual examples, and how it can be used to deliver more convincing and effective presentations.

Via Baiba Svenca
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Baiba Svenca's curator insight, July 27, 8:06 AM

A bit of science to make you a smarter presenter.

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Curators Are The True Influencers

Curators Are The True Influencers | E-learning and MOOC | Scoop.it

Via Robin Good
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Marco Bertolini's curator insight, June 22, 2013 4:10 AM

Elias Morling estime que les curateurs sont comme les "dumpster divers", ces militants qui fouillent les poubelles.  Et ils les appelle les "vrais influenceurs" car :

 

1. Les curateurs représentent un nouveau type de leadership tribal bottom up et peer-to-peer.

 

2. En tant que membres d'une tribu, les curateurs seront toujours plus "natives" que n'importe qui parlant de l'extérieur.

 

3. Au sein de la tribu, ils sont appréciés non seulement pour leurs compétences, mais aussi parce qu'ils entretiennent et développent leur propre culture.

 

Un article inspirant de http://www.linkedin.com/in/emorling que vous pouvez lire ici : http://tribaling.com/blog/2013/05/15/curators-and-tribal-currency/

 

Ness Crouch's curator insight, June 22, 2013 5:05 PM

Excellent article and video. Looking at the wonderful world of the internet and curation. The idea of curation of online content has become more and more inportant with the exponential growth of content on the world wide web. Being able to organise and manage all of the content is important.

 

Curation is about making good choices about what you share and putting it into a context for themselves and others. Being enthusiastic and thoughtful about what you choose is a way of showing what you are finding and sharing is signficant and worthwhile. 

 

Finding the most interesting and valuable things and sharing that is the key. What you want and what you are interested in is important but you also need to consider your audience. 

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E-learning is imperative to build individual and workforce capability « Online Learning Update

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Classroom Utilization, Online Learning and Retail Store Closings: How should we think about these trends? « Online Learning Update

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Knowledge: fusión de pedagogía y tecnología

Knowledge: fusión de pedagogía y tecnología | E-learning and MOOC | Scoop.it
Si en la actualidad la pedagogía, basada en la continua investigación, indica que es adaptable y modificable a los valores formales e informale surgiendo nuevos maneras educativas que se adaptan a las exigencias de la situación y ofrece una alternativa educativa en la contemporaneidad, es probable que tenga resultados donde lograr niveles totales de alfabetización de gran alcance. (seguir leyendo En educación: ¿es suficiente un cambio pedagógico? ¿tecnológico? de Juan Domingo Farnós Miró

Estamos en este proceso, donde elementos como la Inteligencia Artificial, la Gamification con los videojuegos etc…son las nuevas variantes de este nuevo juego, que antes llamabamos educacion, ¿y ahora?….

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When designing Microlearning, keep Macro in mind

When designing Microlearning, keep Macro in mind | E-learning and MOOC | Scoop.it
From the learners’ perspective, macro learning involves a larger time commitment, a focus on specified learning objectives, and is often used when choosing to engage with content that is largely unfamiliar. In contrast, microlearning is something that can be done on your phone, in the subway on the way to work. It is quick and focuses on specific pieces of information or skills. eLearning professionals are currently grappling with these two types of learning as if they are not interrelated. However, an effective strategy embraces microlearning within the broader paradigm of the system in which it occurs.

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4 types of training videos for learning

4 types of training videos for learning | E-learning and MOOC | Scoop.it

You probably already know that video can be an excellent medium for training. But before you get started building your video, you need to decide what type of training video to create to get the best results.

Whether you are tasked to make a training video or you initiated the project yourself, you probably have customers (internal or external) who have expectations of what the training should be and how it should be delivered. With that in mind, one crucial step before you choose what type of video to make is to consider your customers’ expectations. Be prepared to get buy-in from your stakeholders (and possibly from viewers) if you’re diverting from what they expect. This can be subliminally through framing, or explicitly by explaining your approach.

So, you need to think about how you’re going to handle customer expectations, but you should also consider your learning objectives. What do you hope to achieve with this training? Is the goal to inspire, persuade, remind, or demonstrate? While there are many types of videos you can employ to execute your tactic, there are four big genres that lend themselves well to video learning:

ScreencastsAnimationsInterviewsStories
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[Infographic] Why Augmented Reality will transform education  

[Infographic] Why Augmented Reality will transform education   | E-learning and MOOC | Scoop.it

Since AR is a relatively new technology that is still evolving, researchers have not had ample time to study its impact in teaching. Nevertheless, several studies published in the last four years have shown that it enhances learning and classroom interactions, helps students maintain positive attitude to learning, enhances collaboration, and motivates students to do better.

Currently, AR is mostly used in tertiary learning institutions including universities and colleges where it is fast becoming a mainstay in science, arts, and humanities courses. Surprisingly, education, agriculture, as well as health and welfare courses, which should be leaders in the adoption of AR technology, are lagging behind the courses mentioned earlier.

 

However, this is set to change in the near future due to efforts by programs such as Vocational Education Training (VET), which are exploring innovative ways of integrating AR technology in classroom settings. Unlike current technologies, AR makes it easy for teachers to explain educational content in interesting and exciting ways while providing students with useful information at the same time. Augmented reality also enables students to perform lab experiments safely (without worrying about issues such as accidental chemical spills).

 

The popularity of the AR game Pokemon Go has also inspired educators to develop innovative teaching content. After its release on July 6, Pokemon Go quickly became a viral hit racking up about 15 million downloads and $1.6 million in revenue during its first week. The ensuing popularity was enough to keep it at the top of Apple’s App Store for weeks. If educators can replicate such virality inside classrooms, they would improve teaching outcomes including visual literacy, problem solving, social learning, and communication significantly.

 

Despite these benefits, researchers have found that students exposed to AR technology tend to have difficulties maintaining superimposed digital content. Additionally, such students are also prone to paying too much attention to virtual information. Finally, some educators and students think AR is an intrusive technology.


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Is Online Education a jobs engine?

Is Online Education a jobs engine? | E-learning and MOOC | Scoop.it

How many good jobs in education have been created by the growth in online learning?

From 2002 to 2014 the number of students who took at least one online course rose from 1.6 million to 5.8 million. The bulk of all online learning programs are concentrated in non-profit institutions, accounting for over 2 million of the total 2.8 million enrolled in online only programs. From 2012 to 2014 the percentage of 4-year schools offering online degree programs rose from 46 percent to 59 percent.

Has anyone counted the number of jobs, and what types of jobs, that the growth in online education has created?

Conventional wisdom would hold that online learning has the potential to displace full-time residential faculty with contingent online instructors. But is this really true?

Many schools that I know of draw their online faculty from the same pool of full-time and tenure-track/tenured faculty as their residential programs - as well as from the same pool of part-time and adjunct faculty teaching in-person. If anything, I’ve seen online learning offer more opportunities for teaching gigs for all higher ed teachers.


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