Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes...
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Launch of the NMC Horizon Report 2014 Library Edition

Launch of the NMC Horizon Report 2014 Library Edition | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
The NMC Horizon Report > 2014 Library EditionThe NMC Horizon Report > 2014 Library Edition was launched earlier today at the IFLA 2014 conference.As described on the NMC Horizon web site:The ...
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An excellent guide to multimedia course design | Tony Bates

An excellent guide to multimedia course design | Tony Bates | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Centre for Extended Learning (2016) How do we create useful online learning experiences? Waterloo ON: University of Waterloo

The University of Waterloo’s Centre for Extended Learning has combined Peter Morville’s user experience (UX) honeycomb and Richard Mayer’s theory and research on the use of multimedia for learning, to create a well-designed set of guidelines for online course design. This should be compulsory reading/viewing for all instructors moving into online learning.

Via Miloš Bajčetić
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Educación a distancia. Mucho por hacer, pero en el buen camino (16,8) | Contextos universitarios mediados

Educación a distancia. Mucho por hacer, pero en el buen camino (16,8) | Contextos universitarios mediados | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it

Via L. García Aretio
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Entre Pares: 1. Educación abierta

Entre Pares: 1. Educación abierta | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it

Via Miguel Zapata-Ros
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Miguel Zapata-Ros's curator insight, May 10, 6:38 AM
Entre Pares: 1. Educación abierta María Elena Chan y Miguel Zapata conversan sobre las implicaciones, características, perspectivas y retos de la educación abierta
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Artesanato Educacional: Design Instrucional para Cursos On-line

Artesanato Educacional: Design Instrucional para Cursos On-line | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
RT @Ead_futdaarte: Livro Design Instrucional para cursos on-line. https://t.co/7swVrUrJBA Frete grátis #ead #design #instrucional https://…
Via Omar Miratía
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6 herramientas para evaluar a los estudiantes - Educación 3.0

Te proponemos 6 herramientas para evaluar estudiantes en educación: concursos, quizs y tests, herramientas para evaluar el nivel de los alumnos en educación

Via Paola Dellepiane
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Revisión de opciones para el uso de la plataforma Moodle en dispositivos Móviles

Revisión de opciones para el uso de la plataforma Moodle en dispositivos Móviles | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Learning spaces and models have changed dramatically in the last years due to the evolution of ICT. This evolution makes it possible to access and produce

Via Ramón Aragón y Sorel Domínguez, RIED. Revista Iberoamericana de Educación a Distancia
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Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development

Personal Learning Environments and the revolution of Vygotsky’s Zone of Proximal Development | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
All these reflections stand for a static approach to the Zone of Proximal Development, that is, at a given time and at a given place. Indeed, in Vygotsky’s time, the boundaries of the ZPD were indeed very physical: the evolution of a wood carver’s craftsmanship was bound by the availability of master craftsmen and the possibility to be an apprentice in a nearby workshop.

But Information and Communication Technologies have capsized the whole previous scenario and, thus, the relationship between Personal Learning Environments and the Zone of Proximal Development should be approached not only within the state-of-things prior to the Internet, but also in how this state-of-things is shifting forward.

Thus, one way to look at the ZPD-PLE relationship is seeing the PLE as a way to build, fill in with or reach out for the tools and people that will help a learner through the ZPD. Another way to look at the ZPD-PLE relationship is how the PLE (re)defines the ZPD itself, continuously, dynamically.

Unlike in a world without digital access to information and communications, in a digital world content and people are available all at once. Maximalistically speaking, a PLE can be conformed by virtually everything that exists out in the cyberspace. If virtually everything is at reach, virtually everything can be understood as the more knowledgeable other. With a full, total, comprehensive access to the more knowledgeable other there virtually is no upper limit of the Zone of Proximal Development, there virtually is no level of problem solving that is unreachable for the student.

The PLE, has then two roles in relationship with the ZPD:

It helps in building the inner structure of the ZPD, its components.
It helps in building the outer structure of the ZPD, its boundaries.

There is a sort of corollary to the previous second statement. In Vygotsky’s time, learning — and hence the ZPD — was sort of linear: woodcarving apprentices would move “up” to a new master craftsman once they had mastered some skills themselves with the help of their previous/actual master. Progress would end when there were no more master craftsmen around whom to learn from. On the other hand, learning face to face with a human more knowledgeable other meant not only that one had to “use them up” but that one could not “consume” any other more knowledgeable others: learning was unidirectional, linear.

When MKOs are conformed by all kind of tacit and explicit knowledge constructs in one’s PLE, there is no way of (a) “using them up” and (b) not being able to move in parallel with more than one more knowledgeable other. We can then think of the PLE both as the biggest ZPD possible, or as the overlapping of different snapshots of a PLE that evolves “fractalically”, multidirectionally, on time, on demand, until it (potentially) covers the whole cyberlandscape.

Via Miloš Bajčetić
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16 Essential Steps Of eLearning Course Design

16 Essential Steps Of eLearning Course Design | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Want to know which steps of eLearning Course Design to follow when starting an eLearning project? Check 16 essential steps of eLearning Course Design.

Via EDTECH@UTRGV, WebTeachers, Miloš Bajčetić, Stephania Savva
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elearning at eCampus ULg's curator insight, April 11, 11:04 AM
Nice "To Do List" with good general advice
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Imagine When Medical Education Meets VR

Imagine When Medical Education Meets VR | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
The deep pit that suddenly opened in the floor was a truly scary prospect even though I knew I was standing on solid ground in the Virtual Human Interaction Lab (VHIL) at Stanford University. With an

Via Stephania Savva
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Inclusive Design

Inclusive Design | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Inclusive Design
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100 Great Game Based Learning and Gamification Resources -

100 Great Game Based Learning and Gamification Resources - | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Share on LinkedIn Share 75 Share on Facebook Share 317 Share on Google Plus Share 36 Share on TwitterTweet Lots people want to get started with game based learning, gamification and serious games in their training.
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Investigando las TIC en el aula.: Aprendemos a jugar, jugamos a aprender: Gamificación en el aula

Investigando las TIC en el aula.: Aprendemos a jugar, jugamos a aprender: Gamificación en el aula | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
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Creating Interactive questions in Moodle using Generico filter #MoodleTips

Creating Interactive questions in Moodle using Generico filter #MoodleTips | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it

Generico filter is an awesome Moodle plugin which allows you to create templates of code snippets and text which can be inserted into Moodle text areas. Recently, someone asked in Moodle forums about adding interactive questions to the Moodle Book resource chapters.

Experts from Moodle community suggested few ways of creating interactive questions in the book chapters like Ravi Murugesan and AL Rachels. Ravi came up with some JavaScript code which is further used by AL Rachels to create a Generico filter template and then can be used to create some simple reflection questions in the book similar to the pic below:

I was fiddling with the Generico filter template as suggested by AL on my test server to create something interactive in book chapter and the code worked like a charm without any trouble. Then I tried to create another question within the same template which seems to be very easy to add even for a non tech users.

I am attaching the Generico Filter template modified by me which can be enhanced further to create something more interactive. There is a nice forum thread showcasing the Generico filter templates which others can also use. Read our previous coverage on Generico Filter showcase here.


Via Miloš Bajčetić
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Nueva base de datos de recursos de aprendizaje NLM

Nueva base de datos de recursos de aprendizaje NLM | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
La Biblioteca Nacional de Medicina (NLM) ha anunciado la nueva base de datos de recursos de aprendizaje NLM (NLM Learning Resources Database), para localizar recursos educativos de sus productos y servicios. Estos materiales incluyen vídeos, tutoriales y folletos de productos tales como PubMed, ClinicalTrials.gov, Unified Medical Language System y muchos más. La base de datos de recursos de…

Via Mariano Fernandez S.
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Docencia virtual: diseño, funciones, estrategias institucionales, modelos y tendencias

Conferencia de clausura en la VI Jornada de Innovación Docente de la Universidad de Valladolid “Los Universos Docentes” Valladolid, 22 de Abril de 2016

Via Miguel Zapata-Ros
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Miguel Zapata-Ros's curator insight, April 24, 2:35 AM
La universidad se ha basado en un modelo de enseñanza basada en la exposición, que es un núcleo extensible de 200 alumnos. Si sigue con ese modelo perderá la batalla frente a los nuevos modelos de núcleos extensibles.
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Web 1.0 vs Web 2.0 vs Web 3.0 vs Web 4.0 vs Web 5.0 – A bird’s eye on the evolution and definition

Web 1.0 vs Web 2.0 vs Web 3.0 vs Web 4.0 vs Web 5.0 – A bird’s eye on the evolution and definition | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Do you know the answer to the next simple question? "What do you know about web 2.0 technology?" What's so interesting about this video, is the simple fact that none of these so called digital natives are familiar with the term web 2.0. Although they never had a life without technology, they just don't know…

Via Ramiro Aduviri Velasco
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juandoming's curator insight, May 20, 2:32 PM

E

Stewart-Marshall's curator insight, May 23, 2:34 AM
Web 5.0 will be about the (emotional) interaction between humans and computers. The interaction will become a daily habit for a lot of people based on neurotechnology.
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What Is Creative Commons and Why Does It Matter?

What Is Creative Commons and Why Does It Matter? | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Empower students to explore the creative potential of open resources.

Via Tom D'Amico (@TDOttawa) , Miloš Bajčetić
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Tony Guzman's curator insight, May 9, 10:52 AM
This article will help you understand what Creative Commons is and why you and your students should leverage it within your teaching and learning.
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Is Snapchat the new Twitter on campus?

Is Snapchat the new Twitter on campus? | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Universities are beginning to explore using a new set of social media apps as students give up on Facebook and Twitter
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Elaboración de Rúbricas – Guía Básica | eBook

Elaboración de Rúbricas – Guía Básica | eBook | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it

Acceda al eBook desde: AQUÍ


Via Gumersindo Fernández, Juan Sánchez Martos, Angel Pio Gonzalez Soto, Mariano Fernandez S.
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JUAN NUÑEZ MESINA's curator insight, April 15, 9:33 PM
COMPARTO CON USTEDE ESTE EXCELENTE MATERIAL.

Atentamente..

Profesor

Juan Nuñez Mesina
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SOLEDAD GARCÉS BLOG: 7 aplicaciones para diseñar presentaciones digitales educativas inolvidables

SOLEDAD GARCÉS BLOG: 7 aplicaciones para diseñar presentaciones digitales educativas inolvidables | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
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5 "Old Fashioned" Instructional Design Tools You Will Never Throw Away - eLearning Industry

5 "Old Fashioned" Instructional Design Tools You Will Never Throw Away - eLearning Industry | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
Looking for tools with a purpose in the world of Instructional Design? Read this article to learn how to use 5 "Old Fashioned" Instructional Design Tools.

Via Stephania Savva
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6 Strategies for Differentiated Instruction in Project-Based Learning

6 Strategies for Differentiated Instruction in Project-Based Learning | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
PBL can allow for effective differentiation in assessment as well as daily management and instruction. PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it "looks like" in the classroom. We all need to try out specific ideas and strategies to get our brains working in a different context. Here are some specific differentiation strategies to use during a PBL project.

Via Nik Peachey, Miloš Bajčetić
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Nik Peachey's curator insight, April 12, 1:52 AM

Some useful tips.

Aleta Chowfin's curator insight, April 15, 7:37 PM
Learning design is turning into a pretty measurable art form.
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5 usos increíbles de la realidad virtual

5 usos increíbles de la realidad virtual | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
La realidad virtual es el futuro. Mark Zuckerberg, el fundador y CEO de Facebook, lo sabe y lo ha mencionado en un par de ocasiones.
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¿Por qué Howard Gardner en vez de Giner? O la necesidad de abordar el cambio metodológico desde pedagogías de proximidad

¿Por qué Howard Gardner en vez de Giner? O la necesidad de abordar el cambio metodológico desde pedagogías de proximidad | Educación abierta: EaD,e-learning,m-learning,u-learning y las emergentes... | Scoop.it
De un tiempo a esta parte tengo la suerte de trabajar como asesora metodológica para varios centros educativos que quieren abordar el cambio de paradigma desde sus prácticas cotidianas.
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