Educación a Distancia y TIC
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Educación a Distancia y TIC
Educación a distancia. TIC aplicadas a la EaD. elearning, blearning, mlearning, Web 2.0. Tendencias. CUED, Universidad. UNED
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Rescooped by L. García Aretio from Learning and Teaching in an Online Environment
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TeachThought: A Diagram Of Pedagogy in the 21st Century

TeachThought: A Diagram Of Pedagogy in the 21st Century | Educación a Distancia y TIC | Scoop.it
We know that thinking in the 21st century seems different. What about teaching? Aside from the presence of dizzying technologies, added pressure for data-based improvements, and a persistent call for innovation, how is teaching different in 2016 than it was in, say, 1984?

Here are a few ideas as a kind of quick overview, with general summaries for each. I’ve added “tags” for each domain so that we can begin to see how existing and emerging initiatives (e.g., personalized learning), trends (e.g., the flipped classroom), and buzz words (e.g., digital footprint) might fit into each.

Via Kim Flintoff, Peter Mellow
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Rescooped by L. García Aretio from Connectivism
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The pedagogical foundations of massive open online courses

The pedagogical foundations of massive open online courses | Educación a Distancia y TIC | Scoop.it
The pedagogical foundations of massive open online courses

Via Dr. Susan Bainbridge
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Carlos Lizarraga Celaya's curator insight, May 8, 2013 11:39 AM

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.

 
Rescooped by L. García Aretio from Tools for Learning & Teaching
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How Curation Can Be Used To Teach Critical Thinking, Analysis and Expression Online

How Curation Can Be Used To Teach Critical Thinking, Analysis and Expression Online | Educación a Distancia y TIC | Scoop.it

Via Robin Good, Patricia Daniels, flea palmer
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John Thomas's curator insight, February 12, 2014 9:09 AM
How Curation Can Be Used To Teach Critical Thinking, Analysis and Expression Online
Nathalie Ferret's curator insight, March 5, 2014 6:36 AM
Actual e excelente artigo sobre Curadoria na Educação