e-learning y aprendizaje para toda la vida
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e-learning y aprendizaje para toda la vida
La única constante en la vida es el cambio
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6 formas de leer tus fuentes (desde la más tediosa a la más inteligente)

6 formas  de leer tus fuentes (desde la más tediosa a la más inteligente) | e-learning y aprendizaje para toda la vida | Scoop.it
Conozco a mucha gente que no sabe lo que es una fuente RSS. También conozco a muchos que dan por muerta a la sindicación de contenidos.

Via Jose Alvarez Huete
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Requisitos básicos para implementar un MOOC

Requisitos básicos para implementar un MOOC | e-learning y aprendizaje para toda la vida | Scoop.it
Últimamente ya estáis viendo que llevo redactados algunos artículos que hablan sobre los MOOC (massive online open courses), ya que considero que pueden ser...

Via jamardu, Paulo Castro Verbena
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Rescooped by Jairo Acosta Solano from EducationLovesICT
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Estudiando con Youtube y Google Plus

Estudiando con Youtube y Google Plus | e-learning y aprendizaje para toda la vida | Scoop.it
En el blog de Google para estudiantes, googleforstudents.blogspot.com, muestran un ejemplo de cómo se puede usar Youtube y los hangouts (quedadas) de Google...

Via Neus
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Rescooped by Jairo Acosta Solano from E-Learning-Inclusivo (Mashup)
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Las visualizaciones de redes y su asombrosa complejidad

Las visualizaciones de redes y su asombrosa complejidad | e-learning y aprendizaje para toda la vida | Scoop.it

Dicen por ahí que «existimos y luego somos redes». Y es que desde cierto punto de vista todo forma parte de una red.

Via juandoming
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The 21st Century Teacher

The 21st Century Teacher | e-learning y aprendizaje para toda la vida | Scoop.it

A free online community devoted solely to education in the 21st Century. Communicate, Collaborate, Network, Share and Learn. We have so much to talk about.


Via juandoming, Dr. Susan Bainbridge
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Augmented Reality and M-Learning

Augmented Reality and M-Learning | e-learning y aprendizaje para toda la vida | Scoop.it
Let me pose this scenario:

Every day, you walk down the same street. You walk past the buildings, see the crowds and yawn.  But on this day, you decide to use your smartphone and look down on t...

Via Steve Wheeler
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How to use mobile devices in the classroom

How to use mobile devices in the classroom | e-learning y aprendizaje para toda la vida | Scoop.it

How to use mobile devices in the classroom

Michael Gove may not be a fan but can mobile phones and other devices transform classroom experiences?

 

 

The use of mobile phones in the classroom doesn't have to be limited to under the table texts. Photograph: www.alamy.com

In an interview earlier this year Education Secretary Michael Gove hinted that he would like to see mobile phones banned in schools. Claiming they lead to "disruption" and can be used for bullying, Mr Gove bracketed mobile phones and iPods in the same category as weapons such as knives. Many objected to this broadside with an online petition.

As a former Director of E-Learning, teacher for seven years, and current educational researcher, I have witnessed transformational learning experiences where mobile devices such as iPods and mobile phones have been key. Modern mobile phones in particular are more like pocket computers and can connect young people to a world of information and learning. Parents such as myself could only dream of having such opportunities when we were at school.

Part of the problem stems from the fact that all of us own a mobile phone and all of us went to school. Unfortunately, doing or using something often does not qualify one as an expert. I travel on trains and aeroplanes reasonably often, but I have no idea how to successfully pilot one from A to B. Similarly, teaching looks like a straightforward job when done well but depends upon layers of pedagogy and practice which can remain hidden to parents, children and the general public.

That's not to say that all teachers want to see mobile devices used in the classroom, of course. Some point to a "digital divide" between the have and the have-nots. But the real divide is the "digital use divide", otherwise known as the "participation gap". Banning is a form of censorship, a futile attempt at maintaining a status quo. One only has to take the example of pocket calculators to see how banning a useful, transformational technology can be initially resisted before becoming ubiquitous (and extremely helpful) in schools.


Via evangelina chavez
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Internet, nativos digitales y culturas participativas, nuevas aproximaciones | Educacion, ecologia y TIC | Scoop.it

Internet, nativos digitales y culturas participativas, nuevas aproximaciones | Educacion, ecologia y TIC | Scoop.it | e-learning y aprendizaje para toda la vida | Scoop.it
Internet, nativos digitales y culturas participativas, nuevas aproximaciones via @ramon3434 | @scoopit http://t.co/laEULgf2...
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» 10 principios de aprendizaje multimedia que todo ponente debería conocer Presentástico

» 10 principios de aprendizaje multimedia que todo ponente debería conocer Presentástico | e-learning y aprendizaje para toda la vida | Scoop.it
como se deben hacer las ppts http://t.co/I5v0O8nX...
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UTB y TLC con Estados Unidos de Norteamérica | Universidad Tecnológica de Bolívar -

UTB y TLC con Estados Unidos de Norteamérica | Universidad Tecnológica de Bolívar - | e-learning y aprendizaje para toda la vida | Scoop.it
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Rescooped by Jairo Acosta Solano from Utilización de Twitter la Educación
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Students using Facebook in your class? Better try a bit harder

Students using Facebook in your class? Better try a bit harder | e-learning y aprendizaje para toda la vida | Scoop.it

By now, the idea that university students would spend much of their time in class on their laptops and tablets, browsing Facebook or the web, hardly seems surprising — and a recent editorial in the Harvard Crimson student newspaper confirms that this is the case. But the writer also makes an interesting argument, which is that the amount of time students spend online in class (which he calls the “Facebook Index”) is directly related to the quality of their professor. Since the web provides such easy access not just to social media but information of all kinds, he argues, teachers need to try harder than they have in the past to add value.

This might seem like a bit of a stretch for some, and in fact I got some substantial pushback from a number of people when I posted a link to the Crimson editorial on Twitter — including many who felt that it was unfair to expect even the most engaging professor to compete with Facebook or Twitter or text messaging. Surely most of these students are just wasting time on these social networks, or doing the modern equivalent of passing notes in class, rather than trying to educate themselves about important matters? After all, how much valuable insight could Facebook possibly have on things like the impact of Chinese trade policy during the Han dynasty?

It’s not just boredom — it’s competing sources of information

But Hemi Gandhi isn’t just talking about Facebook — although he calls it the “Facebook Index,” it’s about how much time students spend online in a variety of ways, including searching the web for information related to the course they are in. And since he was curious about why students at one of America’s most prestigious universities would waste their time online while in class, he asked some of them why they do it. Their answers were instructive, and more than a little frightening, at least if you happen to be a university professor; most said that they do this because:

Sigue...


Via evangelina chavez
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Seth Dixon's comment, October 25, 2011 1:51 PM
Personally, I always feel that if I've lost there attention and they are fiddling on their phone there are two problems of mine:1) the content isn't engaging and 2) the class atmosphere is lax enough that they feel comfortable doing that. Now, some kids will do that no matter what, but I think there is some truth to the pattern.
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Sólo se aprende haciendo

Entrevista a Roger Schank, investigador sobre el tema de la Inteligencia Artificial, y la Teoría del Aprendizaje Cognitivo en la Educación.
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Guía Básica para producir Recursos Educativos Abiertos (UNESCO-COL)

Guía Básica para producir Recursos Educativos Abiertos (UNESCO-COL) | e-learning y aprendizaje para toda la vida | Scoop.it

La UNESCO se ha asociado con el Commonwealth of Learning (COL) para publicar la Guía Básica para producir Recursos Educativos Abiertos (REA). Esta guía es distribuida bajo licencia Creative Commons y está dirigida al sector educativo superior.


Via Cristóbal Suárez, Claudio A. Clarenc
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Herramientas-TIC : veyrat's blog

Herramientas-TIC : veyrat's blog | e-learning y aprendizaje para toda la vida | Scoop.it

Via juandoming
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Jairo Acosta Solano's comment, October 27, 2011 4:37 PM
Colega estoy haciendo mi proyecto de grado de la maestría en el uso de la web 2.0 por parte de los docentes de mi universidad, tienes algún material fiable que me puedas compartir al respecto, especialmente un instrumento de medición validado.
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What is PBL? | Project Based Learning | BIE

What is PBL? | Project Based Learning | BIE | e-learning y aprendizaje para toda la vida | Scoop.it
Project Based Learning for the 21st Century...

Via Aprendo en red/@ediazsan
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How to... write and use audio in eLearning

How to... write and use audio in eLearning | e-learning y aprendizaje para toda la vida | Scoop.it

Quiet please, I’m reading!

Have you ever noticed that when you are reading it is not easy to ‘tune in’ when someone speaks to you?

You might think “why would you even try to read and listen at the same time” or “surely it’s rude to interrupt someone when they are reading”, but the point here is that this expectation is placed on many who sit through an e-learning course.

Struggling to listen to the spoken word whilst reading on-screen text is not unusual. Most people will find if difficult to “multi-task” in this regard. They will in fact mentally switch to do one thing or the other i.e. they listen to the audio or read the text.

If the audio is an exact mirror of the text, this is not particularly easy either as “We read and hear at different speeds”. In fact it is the audio that dictates the pace (Richard Mayer and Ruth Clark).

According to Cognitive Theory and the Design of Multimedia Instruction by R Richard E. Mayer, we process information through two channels (visual and auditory). “Each channel has a limited capacity for holding and manipulating information and can become overloaded”. So when we add images or animations to the mix – something has got to give.

So how can use audio effectively and avoid information overload. Here are a few simple guidelines to help...


Via L. García Aretio, evangelina chavez
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Connectivismo y MOOC, relacionados y perturbadores!!!!

Connectivismo y MOOC, relacionados y perturbadores!!!! | e-learning y aprendizaje para toda la vida | Scoop.it

Conectivismo es un ciclo de desarrollo del conocimiento que comienza con el individuo, se alimenta la red de conocimiento personal, que se alimenta de la organización, lo cual repercute en la red y proporciona el aprendizaje de nuevo a la persona. Por lo tanto, la tarea de investigación en Internet y filtrado de fuentes válidas y confiables, demuestra las características del conectivismo. Este proceso de aprendizaje, el conocimiento y la comprensión a través de esta red de contactos personales es el conectivismo “ http://www.slideshare.net/francesbell/connectivismtlc-9647525


Via Cristóbal Suárez, evangelina chavez
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¿Qué es un contenido hipermedia?

¿Qué es un contenido hipermedia? | e-learning y aprendizaje para toda la vida | Scoop.it
Entrevista en profundidad a Hugo Francisco Albornoz, CEO de Neo Labels Company, en Talentya 2011. (RT @talent_ya: "El poder de los contenidos hipermedia", por @hugoshare. Educación, TIC, comunicación...

Via Ramon Aragon, Iván F. Gómez
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Luis Alfonso Romero Gámez's curator insight, May 14, 2014 2:45 PM

¿Qué es un contenido hipermedia?

Rescooped by Jairo Acosta Solano from Web 2.0 CC
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WebTool Mashup

WebTool Mashup | e-learning y aprendizaje para toda la vida | Scoop.it
I've just made a beautiful flipping book. Check it out, I hope you like it.

Via Cornélia Castro
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Aprendizaje a través de la experiencia | Training and Development Digest

Aprendizaje a través de la experiencia | Training and Development Digest | e-learning y aprendizaje para toda la vida | Scoop.it
Aprendizaje a través de la experiencia (Aprendizaje a través de la experiencia http://www.tdd-online.com/noticia/782/E-LEARNING/aprendizaje-través-experiencia.html...)...
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Aprendizaje entre iguales, en la red social docente: “Internet en el Aula”

Aprendizaje entre iguales, en la red social docente: “Internet en el Aula” | e-learning y aprendizaje para toda la vida | Scoop.it
Artículo de Difusión sobre la Red Social Docente del ITE, Internet en el Aula (La red social docente: “Internet en el Aula” http://t.co/nSDtt9ga...)...
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15 maneras en que las universidades españolas están usando Facebook | Participacion 2.0 y TIC | Scoop.it

15 maneras en que las universidades españolas están usando Facebook | Participacion 2.0 y TIC | Scoop.it | e-learning y aprendizaje para toda la vida | Scoop.it
Si tu centro educativo duda sobre si tener presencia en Facebook o no, conoce los principales usos que le dan las universidades en España y decidid.
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iPads in Education | Scoop.it

iPads in Education | Scoop.it | e-learning y aprendizaje para toda la vida | Scoop.it
News, ideas and more on the use of iPads in the learning environment.

Via juandoming
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