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Blendspace: mejora la productividad y mide el aprendizaje en el aula

Blendspace: mejora la productividad y mide el aprendizaje en el aula | |

Una manera de juntar en un único sitio todos los recursos (lecciones, material de apoyo, curiosidades, juegos...) que vamos a utilizar para una unidad didáctica. Pero no sólo eso: permite hacer un seguimiento del aprendizahe del alumno mediante cuestionarios e invita, en cada caso, a proponer nuevos recursos. La plataforma es muy sencilla: para empezar a utilizarla, tan sólo hace falta registrarse (lo puedes hacer con tu cuenta de Google, tu cuenta de Facebook, o tu propia cuenta de correo).

La información se presenta como un tablero (en distintos formatos) y a él puedes ir llevando todo tipo de recursos:

Vídeos de Youtube, de Educreations,Imágenes de Google, de Flickr.Documentos de texto.Cuestionarios de Edcanvas.Archivos que tengas en Dropbox, Google Drive. Archivos de word, excel o powerpoint que tienes en Skydrive (o en Office 365).Páginas web, links que tengamos almacenados en nuestros marcadores...


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Hacia una educación disruptiva en la era del conocimiento hiperconectado...
Curated by Edumorfosis
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Open informational ecosystems: The missing link for sharing resources for education

Open informational ecosystems: The missing link for sharing resources for education | |
Open educational resources are not available “as such”. Their provision relies on a technological infrastructure of related services that can be described as an informational ecosystem. A closed informational ecosystem keeps educational resources within its boundary. An open informational ecosystem relies on the concurrence of independent stakeholders that jointly provide (meta-) information also beyond its boundaries. Mechanisms of open informational ecosystems are described and how they contribute to the delivery of educational resources and to opening education. The paper describes the case of the German Bildungsserver that aims at establishing a federated network of providers of open and closed educational resources. It points out that the design of (inter-)national informational ecosystems has a major influence on the future of open educational resources in education.
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MOOCs in Workplace Learning: Learners need today (part 5: Skills)

MOOCs in Workplace Learning: Learners need today (part 5: Skills) | |
In this post, the fifth in the series, I want to focus on some of the learner characteristics that make for successful MOOC participants. MOOCs, unlike typical on-line courses hosted on corporate LMS's operate on very different principles. I have written about these in my earlier posts and won't delve into the principles here. I will just call out a few to set the context.

A MOOC is an intrinsically participative, collaborative mode of learning. While typically designed around a core set of content modules / topics, it has a lose boundary. A MOOC has a core topic and a set of created or curated content modules covering the topic to a desired depth and level. However, it is the discussions, collaborative project works, and user-generated content and context that often spill over outside the course boundary which differentiates a MOOC from any regular online course. In that sense, a MOOC is a dynamic and evolving pedagogical form that allows diverse set of learners to come together and form cohorts, to co-create and build the context as they go through the course. The emergent nature of MOOCs can have interesting outcomes:
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Sharing experiences: A stepping stone to Social Learning in the workplace

Sharing experiences: A stepping stone to Social Learning in the workplace | |
Learning has always been a social activity. It is then no wonder why Workplace Learning too has a strong social element. Across conference tables and across cubicles, over coffee breaks and at the water cooler – social interactions occur continually that form the building blocks of learning within the workplace. These informal instances of learning are not logged into a system or even structured in any way. But the power and reach of social interactions for learning cannot be overlooked. With the help of technology, it is now possible to facilitate social interactions and derive meaningful learning out of them. This makes social interactions possible between a larger group, surpassing geographical boundaries.
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My PKM story

My PKM story | |
It has been over 10 years that I have examined, practiced, and developed models for personal knowledge management/mastery. Here are some reflections on how my thoughts have evolved over that decade.
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[Slideshare] Fundamentos del eLearning

Taller ofrecido para los profesores del Proyecto Piloto de Educación a Distancia (PPED) y del CDPD, de  la Universidad de Puerto Rico, Recinto de Arecibo. 

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[TED] The power of Team Learning (Kaisu Tuominiemi)

[TED] The power of Team Learning (Kaisu Tuominiemi) | |
Learning by doing (dancing) and helping others to learn too. Connecting with her personal story Kaisu Tuominiemi shares about transformative learning processes through teams - why we are bigger than me.

Kaisu Tuominiemi is passionate about education in its all forms. She is seeking to create impact and transformational learning through teams. Graduated from Team Academy Finland as BBA, and being part of the leading team of Mondragon Team Academy, she has worked the past years in the field of education by running and co-developing LEINN, the first official bachelor degree in Europe on Entrepreneurship as well as MINN (International Executive Master Program on Intrapreneurship and Open Innovation). She has been involved in creation of Mondragon Team Academy since its beginning 2008 inside of Mondragon University School of Management. Also she has played a key role on building the reality of what it is today - A global Network of Social Innovation Labs where radical Innovation education takes place, being formed by more than 500 Teampreneurs worldwide.
This year she will be co-leading the opening of the new urban campus of LEINN degree in the heart of Barcelona.
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[Infografía] La mochila se aligera y se vuelve digital gracias a las TIC

[Infografía] La mochila se aligera y se vuelve digital gracias a las TIC | |
La imagen de los niños llegando a la escuela con sus mochilas repletas de libros y cuadernos, cargadas a la espalda o sobre ruedas, puede ser pronto cosa del pasado. La implantación de las TIC en las aulas avanza deprisa y permite sustituir muchos de los materiales cotidianos por su versión digital, que no pesa ni abulta, sólo se necesita una netbook, tableta o un simple USB.
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Introducir información de Google Forms en un documento de Google

En este tutorial os explicamos cómo podemos ir introduciendo en un documento de Google, la información que vamos recopilando a través de un formulario de Google.

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[Video] How to create a Digital Portfolio on Tackk

[Video] How to create a Digital Portfolio on Tackk | |

Tackk is a free tool for creating blogs, simple webpages, and digital portfolios. It's flexible and easy to use so I included it in my Best of the Web presentation at the Ohio Educational Technology Conference earlier this month. In the video embedded below I provide a demonstration of how to create a simple digital portfolio on Tackk. As you'll see in the video you can sign up for Tackk in a variety of ways including using your Edmodo or Google credentials.

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Can Experiential Learning be applied to eLearning? (part 2)

Can Experiential Learning be applied to eLearning? (part 2) | |
According to the psychologist David Kolb, Experiential Learning is "...a process whereby knowledge is created through the transformation of experience." This was a radical switch from previously held beliefs of cognitive theorists (emphasis on mental processes) and behavioral theorists (largely ignoring subjective experiences in learning).

Kolb believed that learning was a more holistic experience than simply a function of the cognitive or behavioral elements. In addition to these two, Kolb's theory recognizes that other factors, including emotions and environmental conditions, greatly influence learning outcomes.

Kolb's theory of Experiential Learning is based on four factors: Concrete Experience, Abstract Conceptualization, Reflective Observations and Active Experimentation. According to Kolb, these 4 elements form a cycle or process through which learners are able to observe, understand, grasp, practice (experiment) and learn.
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[Infographic] Steps to creating the conditions for deep, rigorous, applied learning

[Infographic] Steps to creating the conditions for deep, rigorous, applied learning | |
Many school administrators, teachers and parents want the education provided to children to be high quality, rigorous and connected to the world outside the classroom. Teachers are trying to provide these elements in various ways, but a group of schools calling themselves the “Deeper Learning Network” have codified some of what they believe are essential qualities of deep learning (check out how students lead parent teacher conferences in this model). Some of these qualities include learning designated content, critical thinking, communication skills, collaborating effectively and connecting learning to real-world experiences.

To better understand what schools in the Deeper Learning Network were doing differently, Monica Martinez and Dennis McGrath visited several schools and wrote a book about what they found: “Deeper Learning How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century.” They’ve also put together a guide to help interested educators create the conditions necessary to make this model thrive. As the infographic below shows, the model requires a big shift from what school has traditionally looked like and rests on positive school culture and collaborative professional teams of teachers who are committed to the vision of the school.

The introduction to the guide makes the immensity of the task clear: “The Guide offers a framework for planning that addresses the reality that school transformation is an incredibly challenging task that will not work as a top-down mandate and requires time, collective effort, and a shared focus on vision and goals.” The authors hope it will be a resource for educators looking to start this type of transformation, but are uncertain how to get started.
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The Personalized Learning System... no lo veo dentro del "sistema"

The Personalized Learning System... no lo veo dentro del "sistema" | |
¿Alguien quiere personalizar los espacios de aprendizaje? Evidentemente un 99% dirá que quiere, faltaría más…
Pero el uso de diseño y arquitectura para facilitar el aprendizaje personalizado es sólo una parte del proceso. Weaver dice que es imprescindible inmiscuir la escuela en el proceso, capacitar al personal para abrazar el nuevo enfoque, y luego continuar a integrar el proceso en el largo plazo mediante la capacitación del personal y los alumnos.

Si partimos de la idea de que la realidad es múltiple, podemos entender por qué aprender en la diversidad no tiene porque llevarnos a un punto común-….esta premisa es fundamental para entender el pensamiento crítico en los aprendizajes y sin la cuál sería imposible llevar a cabo aprendizajes basados en la diversidad-INCLUSIVIDAD (EXCELENCIA)….

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5 ways Google Tools can make education more exciting

5 ways Google Tools can make education more exciting | |
Google’s no stranger to the education space. Teachers have been benefiting from the tools they create for years. Every time Google adds a new product or tool to their offerings, teachers get to work figuring out creative ways their students can benefit from it.

Whether or not you’ve been using Google tools in your classroom for years or are just now starting to consider their potential, a little inspiration never hurts. If you want to break outside of some of the obvious uses and give your students something fun and exciting to work on with Google, one of these ideas could do the trick.
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Autonomy and value in Social and Workplace Learning

Autonomy and value in Social and Workplace Learning | |

Jane’s diagram shows the increasing value that can be released through exploiting learning opportunities beyond ‘the course’ and the curriculum. Initially expanding from courses to resources and then further out to the exploitation of social collaboration and personal learning (and personal knowledge mastery).

It struck me that Jane’s model closely aligned with others I’ve used to help explain the increase in realised value brought about by the use of experiential, social and workplace learning.

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Why we love Project Based Learning (and you should, too!)

Why we love Project Based Learning (and you should, too!) | |
Project Based Learning? “We’ve been doing that for years!” we can hear you say. Science projects, musical performances, etc. We give our kids a goal and then they do it. So what’s the big deal?

Frankly, there’s more to project based learning (PBL) than this. Personally, we love it. It is one of the many tools that goes hand in hand with Global Digital Citizenship.
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[Infographic] Growing and Learning with Mobile

[Infographic] Growing and Learning with Mobile | |

While educators have been busy trying to understand and teach to Millennials and Generation Y over the past several years, a new generation of mobile natives has been growing in the background. Generation Z, which includes those born after 1995, now fills our K-12 classrooms, and they’ve brought their mobile habits with them. The Growing and Learning with Mobile Infographic will give you a better understanding of the Generation Z students, including the role mobile devices play in their home and school lives.
Mobile Trends around the World

Studies show that, by the year 2017, the percentage of smartphone users in the US will reach 80 percent – triple the percentage of users we saw in 2011. In the UK, this number is set to reach slightly more than 80 percent, while in China and India, the percentages are set to rise at a slower rate. Globally, mobile learning is growing at a rate of 18.2 percent per year, suggesting that learning organizations will need to adopt appropriate technologies in order to keep up with growing demand.

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[Infographic] Summative and Formative Assessments in eLearning

[Infographic] Summative and Formative Assessments in eLearning | |

In eLearning courses, two types of assessments are used – formative and summative. Formative assessments are conducted after completing each topic. On the other hand, a summative assessment is conducted at the end of the course. In formative assessments, feedback is given after each question is answered. The goal of a formative assessment is to reinforce the learning. Whereas, the goal of summative assessments is to evaluate the learner. A summative assessment is similar to a final exam where feedback is not provided and results are shown at the end of the course. This info-graphic shares some information about formative and summative assessments, used in eLearning courses.

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[PDF] Top 25 Profesiones Digitales 2015

[PDF] Top 25 Profesiones Digitales 2015 | |

Actualmente las empresas tienen que identificar qué posiciones digitales son necesarias, qué objetivos tienen, qué funciones deben realizar, su dependencia, el perfil de los candidatos, el tipo de formación e información para los colaboradores y los talentos internos a potenciar.

Este estudio ofrece un análisis de las 25 ofertas y su perfil de candidatos que las empresas hoy día demandan, sus funciones y competencias que son necesarias para que las organizaciones puedan adaptarse a los constantes cambios que afectan a los diferentes ámbitos del mundo digital. El principal objetivo del estudio es ayudar a las empresas a definir los diferentes puestos profesionales digitales, así como establecer cuales son sus principales funciones y competencias.

Edumorfosis's insight:

Las universidades deberían leer este artículo para transformar sus programas académicos. Los perfiles necesarios para laborar en profesiones digitales NO son los mismos que se practican en los ambientes artificiales de la universidad. Por eso veremos miles de profesionales subempleados o desempleados que carecen del conjunto de habilidades y talentos necesarios para formar parte de la Nueva Economía Digital.

jose antonio gabelas's curator insight, February 27, 11:05 AM

añada su visión ...!

3 tips to ensure the success of your eLearning course

3 tips to ensure the success of your eLearning course | |

All eLearning professionals, when developing eLearning deliverables, must ensure that their training material achieves the most encouraging results. Therefore to achieve better training outcomes, we must always keep the following 3 things in mind:

  1. How sufficient is the training material to the learner?
  2. How will the training help the learner in doing his day–to-day work?
  3. How relevant is the training material?

Let’s look at them in more detail.

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[ATELIS] De la Enseñanza TIC al Aprendizaje TAC

[ATELIS] De la Enseñanza TIC al Aprendizaje TAC | |

Introducir las TIC en el contexto universitario no es suficiente para crear una cultura de aprendizaje y conocimiento. Al igual que ocurrió con la Radio, TV y la Computadora, la tecnología transmediática NO SIRVE para dictar clases magistrales ni para administrar pruebas en línea. Los resultados serán los mismos que sin el uso de recursos tecnológicos sofisticados. Escolarizar la tecnología no es el camino correcto a seguir.

Son los estudiantes quienes tienen que llevar su rol activo a través de las TAC, al convertirse en co-creadores, co-diseñadores, co-evaluadoresy co-acompañantes. Es momento de que los estudiantes se apropien de su proceso de aprendizaje investigando, generando definiciones compartidas con significados distribuidos, creando soluciones nunca antes imaginadas, pronosticando fenómenos que aún no han sido planteados y difundir sus proyectos de aprendizaje con las comunidades.

No hace falta invertir una millonada en reformas educativas. Con la infraestructura tecnológica disponible se puede llevar a cabo infinidad de proyectos de aprendizaje con los estudiantes. La verdadera revolución educativa vendrá de los Aprendices TAC, no de los funcionarios de los sistemas educativos.

Ese fue el mensaje principal presentado en el 4to Encuentro Internacional (Presencial y Virtual) Verano TIC 2015, coordinado por UNACHI (Panamá) y UCR (Costa Rica) y auspiciado por ATELIS.

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9 herramientas para la gestión ágil de proyectos

9 herramientas para la gestión ágil de proyectos | |
Los cambios en las formas de vida, trabajo y organización han propiciado que las empresas actuales necesiten responder a una demanda constantemente cambiante, con productos novedosos que salgan a la venta en un tiempo récord.

Así pues, las tendencias laborales que en este 2015 están triunfando son la colaboración, la inmediatez, la predicción y la motivación de los trabajadores. Por lo que se está generalizando la aplicación de las denominadas metodologías Agile, así como otras formas de trabajo que fomentan la gamificación y entretenimiento en el trabajo, como puede ser el Work And Play.
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8 characteristics of future schools

8 characteristics of future schools | |
What will schools look like in 100 years? To answer this question, we’ll offer two scenarios.

One might start with ideas gathered from science fiction. In the movie Wall-E, we see humans in the distant future evolved (or devolved) into simple-minded masses of cellulose where everything is automated and done for them. In Star Trek, we witness the Borg, so interconnected through futuristic Google glasses, forming a collective consciousness and moving against humanity as one. Battlestar Galactica tells the story of machines gaining consciousness and turning against their human creators. Ender’s Game and Firefly paint the picture of young children being transformed into superhumans through brain injections, surgery, and experimentation.
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[Infographic] Creating effective assessments in eLearning: 5 tips

[Infographic] Creating effective assessments in eLearning: 5 tips | |
Assessments in eLearning courses play a vital role. Assessments help the learner understand the level of knowledge he has gained from an eLearning course. At the same time, they help the trainer evaluate whether the learning objectives of the eLearning course have been met or not.

As assessments measure achievement of learning objectives, you need to create effective assessments for your eLearning courses. Effective assessments help the learner reinforce his learning.

Want some tips to create effective assessments for your eLearning course? This info-graphic provides you with the tips to create effective eLearning assessments.
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#MOOCs in Workplace Learning: Designing a #MOOC (part 2)

#MOOCs in Workplace Learning: Designing a #MOOC (part 2) | |

@ignatia (Inge de Waard) describes MOOCs thus in her Master’s Thesis, which I have referred to:

MOOC is above all referring to a pedagogical model with independent learners, access to information, opportunity to create emerging, spontaneous, yet not directed learning communities, etcetera. As such the term MOOC can be seen as a new educational term.” ~Analyzing the Impact of Mobile Access on Learner Interaction in a MOOC.

Corporate Learning will be transformed and will take on more importance wrote Josh Bersin in his HR predictions for 2015. Job fragmentation, task specialization, globalization, economy of individuals, and a global talent pool are all impacting the job economy. Jobs and roles are rapidly evolving with new ones emerging, and old ones getting automated or vanishing altogether. All of these are putting organizations and individuals in a tough spot. While the onus of continuous professional development is gradually shifting to the employees, there is an increasing dearth of skills required to successfully run today’s organizations – from skills like leadership for a networked age to understanding analytics and its impact on various organizational functions. There is an urgent need to re-imagine workplace learning for the networked world.

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[eBook] Red de contactos: Consejos, ideas y trucos para conseguir empleo en 2015

[eBook] Red de contactos: Consejos, ideas y trucos para conseguir empleo en 2015 | |

Hoy la revolución en el mundo del empleo ya está aquí. Los cambios sociales y tecnológicos, concentrados en los últimos años, han afectado y modificarán para siempre el ecosistema del empleo y el mercado laboral.
•     La irrupción de las redes sociales
•     El explosivo crecimiento de los teléfonos inteligentes y los dispositivos móviles
•     La economía colaborativa
•     La crisis económica que ha dejado España con una tasa de paro del 22%

Cuatro datos ilustran mejor cómo estos cambios han afectado el mundo del empleo:
•     En España hay más de 17 millones de personas que utilizan alguna red social
•     Más del 50% de las personas que visitan InfoJobs lo hace desde un dispositivo móvil
•     En septiembre de 2008 había en InfoJobs 80.000 ofertas de empleo activas. La crisis rebajó esta cifra a 27.000

La combinación de estos factores ha provocado un importante cambio en los hábitos de las personas, que buscan una mayor capacidad de relación, ubicuidad e inmediatez. En buena medida, las redes sociales  han venido a satisfacer esta demanda con nuevos espacios, nuevas formas de comunicación, relaciones y oportunidad de proyección personal. La búsqueda de empleo es una actividad social. Las redes sociales ofrecen posibilidades, no sólo para los que buscan empleo activamente, sino también para los que están abiertos a nuevas oportunidades, los que desean desarrollarse, los que quieren experimentar y los que ambicionan crecer en reputación o marca personal.

En este marco, la red de Contactos abre un mundo de posibilidades infinitas tan amplio que, sin una buena guía y sin consejos para principiantes y avanzados, puede resultar muy fácil perderse y no sacar todo el partido que se abre ante nuestros ojos.

Aprender cómo construir la red de contactos desde cero; cómo darle un buen uso; cómo proyectar nuestro perfil personal y profesional; cómo aprovecharla al máximo; cómo orientar nuestras acciones a los objetivos que nos hemos planteado; y cómo optimizar el tiempo que le dedicamos, es sólo una parte de lo que encontrarás en este libro.

Hemos reunido expertos en orientación laboral, profesores de comunicación, psicólogos y maestros de las redes sociales para que nos  expliquen cómo las personas pueden sacar ventaja y aprovechar de la mejor manera posible su red de contactos. Estos mismos consejos, buenas prácticas y orientaciones son las que hemos intentado aplicar a InfoJobs, añadiendo una capa social a todas nuestras funcionalidades. Lo que buscamos es que las personas puedan hacer uso de una red profesional para encontrar contactos en las empresas que les interesan.

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