¿Deseas conocer formas rápidas y atractivas de agregar contenido visual a tus textos? Las nubes de palabras te pueden ayudar a dar un toque personal y diferente a las imágenes que utilizas. Es indiscutible la importancia del contenido visual para darle vitalidad a nuestros textos. Podemos utilizar varios tipos de formatos, como fotografías, ilustraciones, infografías, gráficos, símbolos, etc. Alguna de las formas usadas son las nubes de palabras y de eso va este post.
Crear afiches, estampar camisetas, adornar documentos, generar resúmenes y hasta impulsar análisis textuales son algunos de los muchos escenarios en los que una nube de palabras facilita las cosas. Aquí mencionamos cuatro opciones online que permiten generarlas con apenas unos clics:
La entrada de esta semana está relacionada con herramientas de la Web 2.0, en concreto con servicios y aplicaciones que nos permiten generar tiras cómicas, cómics o animaciones y que podemos utilizar de forma gratuita en nuestros sitios de Internet (blogs, wikis, etc.) o enviar a través del correo electrónico.
En este apartado he recopilado las plataformas virtuales también llamadas IMS, LMS, EVEA, LCMS ya que en la actualidad existen un gran número de ellas unas gratuitas, semi-gratuitas que te dan la opción de ser premium con algo de dinero y otras privativas, muchas de ellas en un principio eran de acceso gratuito pero solo para realizar pruebas luego se vendieron de forma privada con otros nombres entre los docentes de instituciones educativas como escuelas, colegios universidades, centros de estudios y demás.
The for-profit online school industry has received a great deal of attention over the past few years and the reasons have involved recruiting practices, low retention rates, and the failure to pay student loan rates.
Although business leaders may not equate excitement with the topic of instructional design, perhaps they should. Instructional Design Now: A New Age of Learning and Beyond, a collaboration of the Association for Talent Development (ATD) and the Institute for Corporate Productivity (i4cp), explores a learning landscape rich in emerging opportunities, populated by professionals eager to create and unleash content that drives employee development and organizational performance.
A century ago, education systems and instructional design (ID) were shaped by the concepts of scientific investigation and empirical knowledge. Fifty years later, instructional systems, as well as their components and properties, were revealed in the writings of Robert Gagne, James Finn, and others (McNeil 2014). Today, instructional design is at the core of an organizational learning industry that finds itself inundated with new tools, technologies, and approaches. Many instructional design professionals seem to find this atmosphere exhilarating and challenging. “So many tools and resources allow for better design and greater creativity,” explained a training and workforce development director working in state government. On the other hand, a public-sector learning program manager admitted difficulty “keeping up with the pace of technology and having the skills necessary to successfully develop for that environment.”
Instructional design appears to be retaining many traditional touches, despite the constant challenges from evolving technologies, corporate expansions taking employees’ learning needs global, and perennial struggles for funding and support. Live, instructor-led classrooms are still widely used in organizations, and other personal-touch learning methods, such as face-to-face coaching and mentoring, continue to produce effective results.
But ATD and i4cp found that instructional designers don’t rate their profession’s overall efforts as highly as they might. Only about half of surveyed design and learning practitioners characterized their ID efforts as effective in helping to meet organizational business objectives. Far fewer believed that their instructional design was highly effective at addressing learning needs.
The diverse influences on instructional design today raise many interesting questions. Does formal education still play a valuable role in preparing designers for the challenges of the workplace? Are most organizations embracing high-tech options, such as mobile learning, social learning, and MOOCs? Which of the newer tools and approaches produce better learning results for companies? And what can instructional designers expect the next few years to bring?
Dedicated Learning Professionals and Educators across the globe were until recently desperately seeking for ways, methods and techniques to engage employees and students in the learning process. Surprisingly enough no one would think that games was the answer. After all, games tend to increase learners’ natural desire for competition, goal achievement, and genuine self-expression, while they also promote interactivity, have rules, a quantifiable outcome, and can be colorful, appealing, and extremely realistic.
Welcome to a post that grows each time I write it. I am now up to 200 ways that educators can use word clouds in the classroom. I am able to add to my number each year by further reflection and learning from amazing educators as I travel the country. I also think employing word clouds is a great way to begin technology integration with teachers, and also a wonderful way to travel around the SAMR pool. Before reading, please take a moment to subscribe by email or RSS and also give me a follow on
Well, that depends on how you define ‘learning’ and what you’d consider ‘modern.’ Richard Olsen put together this useful visual way, way back in 2013–a chart that lays out three categories of a modern approach to learning–Modern, Self-Directed, and Social.
These broad categories are then broken up into four principles per category. Each principle is then described by its Reality (its function) and Opportunity (the result of that function). Honestly, these two categories are a bit confusing–or at least the distinction between some of the entries are (the ability to participate and enables modern learners to participate, for example).
Overall, though, defining ‘modern learning’ through inquiry, self-direction, and connectivity is at the core of what we preach here at TeachThought. Let’s take a look at what it’s saying by exploring the first category, Modern Inquiry Learning.
Ramírez Martinell, Alberto; Casillas Alvarado, Miguel Angel. “Háblame de TIC: Tecnología Digital en Educación Superior“. Córdoba : Brujas, 2014. Texto completo “Háblame de TIC” (@hablamedetic) es un proyecto de divulgación de resultados de investigación académica y de proyectos de incidencia social, en donde las Tecnologías de Información y Comunicación (TIC) son empleadas creativamente para aportar…
The future is not a fixed point. It is ours to create. This forecast previews five disruptions that will reshape learning over the next decade. Responding to them with creativity rather than fear will be critical to preparing all learners for an uncertain future.
An explosion of innovation has been transforming how we think about learning and how we organize talent and resources for learning experiences and has effectively unbundled “school” as we knew it. The tightly bound relationships and resource flows that used to deliver instruction, develop curriculum, perform ssessment, grant credentials, and provide professional evelopment are dissolving. Teaching and learning have become uncoupled from traditional educational institutions and are now available through and enhanced by a vibrant learning ecosystem.
Across industries and institutions, the digital explosion has caused a similar breakdown of traditional assumptions, models, and relationships. It has also created unexpected possibilities for those willing to experiment with the novel recombination of resources, talent, and technology. For example, cities struggling to do more with less have been reorganizing to systematically take advantage of citizen contributions. Publishers faced with declining revenue models have been restructuring to leverage tablet computing and social media applications. U.S. board-certified doctors have been reorganizing resources so as to be available to patients 24/7 via mobile communications and video conferencing in order to improve access to healthcare.
Knowledge-based industries such as education continue to confro
nt the most significant disruptions and also to find the greatest opportunities for recombination. In keeping with that trend, the next decade promises to bring extensive recombination to education. As new education innovations, organizations, resources and relationships proliferate, we have the opportunity to put the pieces — some long-established and some new — together in new sequences to create a diverse and evolving learning ecosystem. Just as genetic recombination increases diversity by producing new forms of DNA, so too education recombination promises to bolster the learning ecosystem’s resilience, helping it withstand threats and make use of possibilities.
At its best, recombinant education will discover diverse organizational forms and learning formats that find many ways to integrate talent, community assets, and global resources in support of student-centered learning. New ways of reassembling what seem like disparate pieces —and of incorporating new kinds of inputs— have the potential to usher in a world of learning that provides rich personalization for every learner throughout a lifetime.
Of course, less promising alternatives are also possible. If we do not effectively engage in ongoing education recombination, we risk letting the disruptions of the coming decade perpetuate inequities for learners, undermine the learning ecosystem’s capacity to adapt, and narrow the impact of education innovations by keeping them largely uncoordinated, opportunistic, and fragmented. The choice is ours to make, and the future ours to shape. What will be the future of learning in your organization, community, or region?
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