let's investigate this systematically ... Back in 2005, I helped put together a 'quick guide to ICT and education challenges and research questions' in developing countries. This list was meant to inform a research program at the time sponsored by the World Bank's infoDev program, but I figured I'd make it public, because the barriers to publishing were so low (copy -> paste -> save -> upload) and in case doing so might be useful to anyone else. While I don't know to what extent others may have
Hoy hace un mes que celebramos en Twitter nuestro encuentro virtual sobre el nuevo paradigma de la educación digital, pero no ha habido día desde entonces en que el tema no salga a la palestra. Ángel y Rosana, expertos en la materia, nos recuerdan en este vídeo algunos de los aspectos que se ab
As instructional designers, at the start of every new eLearning project, we are called upon to think of a strategy which is best suited to the project at hand given the technical, time, and financial constraints. In this scenario, we often tend to mix up our strategies with models. Though the two might overlap, there is a fine distinction between a strategy and a model. We will understand the distinction between the two so that we have a very clear idea of what each is and what is its place in the scheme of things.
The teacherpreneur merges the image of the innovative classroom teacher with the risk-taking and entrepreneurial leadership we commonly associate with those who create their own place in the professional world.
El nuevo Índice Global de Confianza de los Estudiantes 2015, elaborado por Laureate International y Zogbi Analytics revela, entre muchos otros datos, que el 53% de los universitarios españoles duda de la utilidad de su grado.
Por GoConqr, plataforma educativa online gratuita que apuesta por modernizar la educación a través del uso de las tecnologías. Ironías de la vida. Después de años luchando porque los alumnos no usen el celular en el aula, las nuevas tendencias...
The view that online education is “just as good as” face-to-face instruction was not widely held in 2003: 42.8% of chief academic officers reported that they considered the learning outcomes for online instruction to be inferior to face-to-face...
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