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[Slideshare] Hipótesis de trabajo en la pedagogía de la virtualidad

Sesión de trabajo en el Departamento de Educación de la Pontificia Universidad Católica del Perú, Lima, Perú. 02 de julio de 2013

 

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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
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What are the education Soft Skills that can change everything?

What are the education Soft Skills that can change everything? | Edumorfosis.it | Scoop.it
“Soft skills” is a term that has been appearing more and more in education in recent years. Sometimes there can be a little head-scratching when it comes up. The objective here is to talk a little about them. We’re also going to discuss which education soft skills are most useful in modern teaching and learning. Let’s dispel some of the mystery together.

The following skills are important for everyone in education, all the way from students to educational leaders. It’s not a comprehensive all-or-nothing list by any means; it merely represents a collection of some of the more valued and versatile and ones.

Such skills transform the future of all of us for the better. They are based on what is best in us. In short, mastering these education soft skills changes everything.
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Learning is not a one-time event! Promote continuous learning

Learning is not a one-time event! Promote continuous learning | Edumorfosis.it | Scoop.it
In the ever-changing corporate world, where new technology one day becomes an ancient relic by the next, companies need to continuously train their employees.

The old days of training your workforce one time and then never develop their skills and knowledge again? Those days are fading fast into the sunset.

"Employees who don’t spend at least 5 to 10 hours a week developing new skills will obsolete themselves with the technology,” AT&T CEO Randall Stephenson said earlier this year.

In response to this, companies are looking for ways to bring continuous learning into their workplaces.
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Tapping into Research and Education Networks

Tapping into Research and Education Networks | Edumorfosis.it | Scoop.it
Research and education networks (RENs) have been designed to meet the needs of some of the most demanding internet users in the country: scientists, academics and researchers in the nation's leading academic institutions. These networks are engineered to support high-quality services that remain consistent regardless of the number of users on the network. They have the speed, quality, flexibility and support to readily adapt to new experiments or projects that place new demands on the network.
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Beam: Herramienta web gratuita para crear gráficas

Beam: Herramienta web gratuita para crear gráficas | Edumorfosis.it | Scoop.it
Si necesitas crear una gráfica para mostrar visualmente cualquier tipo de datos sólo necesitas tu navegador y visitar Beam. Esta herramienta online, completamente gratuita, nos permite crear toda clase de gráficas profesionales sin necesidad de tener ningún tipo de conocimientos en diseño.

Se trata de una utilidad con un manejo sumamente sencillo, además de resultar muy intuitivo y no requerir aprendizaje, donde sólo es necesario elegir entre los distintos tipos de gráficas disponibles y escribir los datos para generarla. También podemos incluir texto en nuestras gráficas, con diferentes tipografías disponibles para este fin.
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3 tips to apply the levels of Processing Theory in eLearning course design

3 tips to apply the levels of Processing Theory in eLearning course design | Edumorfosis.it | Scoop.it
The Levels of Processing theory suggests that memory is simply a side effect of information processing. One of the things that sets the Levels of Processing apart from many other Instructional Design models and theories is that it does not rely on memory structures. In fact, it stipulates that there is no clear difference between long and short-term memory. Instead, the level of processing directly relates to the level of memory. According to Craik, learners remember more if they draw meaning from the information, and it has little to do with how much they analyze the content. Based on the Level of Processing, online learners process information on 3 levels that fall into 2 distinct categories:
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El ABP (PBL), problemas y soluciones...

El ABP (PBL), problemas y soluciones... | Edumorfosis.it | Scoop.it
Cada día nos encontramos con más problemas para "seguir" con las propuestas de la cultura actual, como por ejemplo entender el "cobro de las pensiones con el sistema actual, como propongo hace mucho tiempo que no se cobre en función de una edad de corte si no en función de los años cotizados a la seguridad social", por ejemplo, pero también tenemos claro que el conocimiento por sí solo es insuficiente para la economía actual. Habilidades y disposiciones se deben desarrollar en el aprendiz para que el contenido sea relevante y atractivo. Pero es que el "contenido" (también conocido como el conocimiento) que los estudiantes deben dominar con el fin de aplicarlo a proyectos prácticos. No hay necesidad de sacrificar el rigor de los contenidos, sólo su entrega y evaluación deben cambiarse para pasar de unidades prescritas y tiempo de asiento para el aprendizaje basado en competencias, de esto último también habla Giselle Huff en un post publicado post por Larry Cuban
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Ending the Classroom Factory Model: How technology will personalize education

"With the opportunity of online learning coming on,…what we talk about is shifting from this factory model system to a student-centered one that personalizes for each and every child," says Michael Horn, co-founder of the Clayton Christensen Institute and co-author of the new book Blended: Using Disruptive Innovation to Improve Schools. Horn recently sat down with Reason magazine Managing Editor Katherine Mangu-Ward during the National Summit on Education Reform in Washington, D.C., for a discussion of how blended learning joins traditional classroom models with software-based and online learning.

Horn believes that customizing education to each student's individual needs is key for both motivation and learning. "One of the big reasons that school is so boring, quite frankly, is that we all have different learning needs at different times—different things turn us on," he states. A student struggling with fundamental skills should not be reading Shakespeare, Horn explains, but instead should be put in a blended environment that uses software to improve basic literacy before moving the student into a small group discussion with a teacher.

Blended learning environments can also avoid constraining students with diverse talents or interests. As Horn declares, "The reality with online learning is you can learn from anyone, anywhere, and you can get great, talented courses and teachers to come into your classroom, in effect, even if they live across the world." He notes that it is important to give students greater educational choice as they progress to higher grade levels so that they take charge of their own learning moving forward.

In the interview, Horn describes how blended learning can create a game-based classroom environment that encourages students to help each other achieve educational goals. He also discusses how, as education moves beyond traditional institutions, credentialing will have to evolve, assessments will have to become more organic, and regulations will have to become outcome-based.
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MOOC: Stephen Downes and George Siemens Connectivism

Summary: Connectivism is a learning theory that explains how internet technologies have created new opportunities for people to learn, share, and encourage others.
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Should Pedagogy always drive Technology?

Should Pedagogy always drive Technology? | Edumorfosis.it | Scoop.it
Teachers hear this mantra often from the best minds in education: Pedagogy is the driver, technology is the accelerator. Focusing on pedagogy, or the craft of teaching, is a frame that helps ensure educators prioritize content, strategies and students in our work. Technology comes in later.

However, are there times in school in which technology could be the driver? What might happen if pedagogy took a back seat, even briefly? These are questions worth asking.

Teachers work hard to design lessons and create the conditions for success. Yet we know that not all learning happens in school. Our experiences and reflections provide some of the most important lessons about life. Some of these experiences are now mediated by technology. Maybe it is time to pay these tools a little more heed in schools.
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The Digital Tsunami: How it may change your views about continuous learning

The Digital Tsunami: How it may change your views about continuous learning | Edumorfosis.it | Scoop.it
Digitization has fundamentally changed the way we work, communicate, and learn. The always-on employee is giving rise to new opportunities for learning and development (L&D), and organizations that are not quick enough to grasp this potential will be left behind. First and foremost, organizations need to wake up to the limitations of restricting themselves to formal learning programs – starting with planning and travel costs incurred when coordinating face-to-face training. Second, in a connected world, leveraging the employees’ network and their own experiences is a far more effective way to build a culture of learning.

The advent of cloud, social, and mobile technology has opened up so many new possibilities and experiences for learning that such investments have become a top L&D priority for businesses, according to a recent study from Brandon Hall Group. Unfortunately, the satisfaction levels with technology currently deployed in the L&D discipline are abysmally low.
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5 tips for using Connectivism in eLearning

5 tips for using Connectivism in eLearning | Edumorfosis.it | Scoop.it
Experiences is an invaluable part of the learning process, but incorporating real world, hands-on knowledge can be a challenge in eLearning. Fortunately, connectivism gives you the ability to incorporate social media networks, community forums, video sharing platforms, and a variety of other online tools to make your eLearning courses collaborative, interactive, and experience-rich. Even if your learners are a world apart, they can still communicate and share feedback with their peers in order to broaden their knowledge base and skill sets. In this article, I will explore how to apply connectivism in your eLearning strategy.
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[VIDEO] Innovation specialist Don Wettrick on unlearning

Innovation Specialist and author Don Wettrick sits down with host Tom Bilyeu to discuss the unlearning process, how to tap into Pure Genius and take Google's Concept of "20% Time" to the next level.

Find your Passion. Evolve your Mindset.
Grow with us.
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Three tips to avoid the “dark side” of Microlearning

Three tips to avoid the “dark side” of Microlearning | Edumorfosis.it | Scoop.it
Whatever your reasons for exploring microlearning, starting out can feel like trudging through a swamp on Dagobah. As with any learning solution, there are a lot of factors to consider. While you might not know exactly what you want to do with it, you probably do know that you want to create something that provides real value for your learners.You’re right to be cautious. Like a blaster or any other tool, microlearning can be very effective when applied appropriately, but if implemented too hastily, it can cause a lot of damage in the form of wasted time, misallocated funds, and frustrated learners. A frustrated learner is a terrible thing to behold.
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9 ideas clave para transformar la formación permanente del profesorado

9 ideas clave para transformar la formación permanente del profesorado | Edumorfosis.it | Scoop.it
Vivimos en una sociedad de la información con conocimientos múltiples e inciertos y en constante cambio. Ya no existen verdades absolutas y conocimientos duraderos, como dice Zygmunt Bauman, sociólogo y filósofo creador del concepto de modernidad líquida, “vivimos en tiempos de acelerados cambios socioculturales provocados en parte por el impacto transformador de las tecnologías digitales. Son tiempos líquidos y la educación requiere nuevos modelos para construir una identidad digital como sujetos con capacidad de sobrevivir y surfear en estas aguas turbulentas.”
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All Things of  Professional Learning Communities

All Things of  Professional Learning Communities | Edumorfosis.it | Scoop.it
It has been interesting to observe the growing popularity of the term professional learning community. In fact, the term has become so commonplace and has been used so ambiguously to describe virtually any loose coupling of individuals who share a common interest in education that it is in danger of losing all meaning. This lack of precision is an obstacle to implementing PLC processes because, as Mike Schmoker observes, “clarity precedes competence” (2004a, p. 85). Thus, we begin with an attempt to clarify our meaning of the term. To those familiar with our past work, this step may seem redundant, but we are convinced that redundancy can be a powerful tool in effective communication, and we prefer redundancy to ambiguity.
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The future of EdTech: How EdTech is still ignoring its biggest market

The future of EdTech: How EdTech is still ignoring its biggest market | Edumorfosis.it | Scoop.it
Educational technology is booming. Technology is helping to redefine how we learn, obtain skills, and get credentialed. That value proposition has captured public attention and attracted record amounts of venture capital funding.

But the vision for edtech is, and should be, much broader. After all, the education market serves not only to instruct but also to invent. And educational technology can transform the “other half” of this equation by streamlining the research process.

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Are you doing this? 5 essential steps to eLearning implementation

Are you doing this? 5 essential steps to eLearning implementation | Edumorfosis.it | Scoop.it
eLearning project failure is not just a matter of losing money, time, and effort – employers and those directly concerned with the project are left with a bitter aftertaste of loss, frustration, and low morale. eLearning projects fail due to several reasons, but they can all be traced back to one root cause: Failure to implement eLearning properly. eLearning implementation involves following ALL of the 5 essential steps of eLearning implementation.
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10 mobile apps Instructional Designers should be familiar with

10 mobile apps Instructional Designers should be familiar with | Edumorfosis.it | Scoop.it
Many Instructional Designers already use mobile devices in their eLearning strategy. They give online learners the power to access valuable online resources and improve their skills from anywhere in the world. However, we can also use mobile apps to our advantage. In fact, here are 10 apps that can help you collaborate on-the-go and manage your time more effectively.
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5 Higher Ed Innovators share challenges, ideas for the future of Digital Learning

5 Higher Ed Innovators share challenges, ideas for the future of Digital Learning | Edumorfosis.it | Scoop.it
Suzanne Gibbs Howard, dean at IDEO U, says her university’s imperative is teaching creativity and problem-solving. She laid out their belief that in a world of constant change, those who are best equipped are those who generate new ideas when the path is unclear. To scale this capability, IDEO formed IDEO U and developed the capability to teach these skills online.

Howard made the case that teaching creativity is not a linear activity, and referenced IDEO U’s “creative confidence pedagogy” that represents their approach to teaching, which includes see, try, share and reflect.

She referenced three examples of creative uses by IDEO U students, from Jess in Melbourne, who formed her own in-person local learning circle to employees at an architecture firm in Italy who used a prototyping leader’s guide to help them work on a common project during their weekly happy hours.
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Interactive Design Tools for the Maker Movement

My group's research in Human-Computer Interaction focuses on design, prototyping and implementation tools for the era of ubiquitous embedded computing and digital fabrication. We focus especially on supporting the growing ranks of amateur designers and engineers in the Maker Movement. Over the past decade, a resurgence in interest how the artifacts in our world are designed, engineered and fabricated has led to new approaches for teaching art and engineering; new methods for creating artifacts for personal use; and new models for launching hardware products. The Maker Movement is enabled by a confluence of new technologies like digital fabrication and a sharing ethos built around online tutorials and open source design files. A crucial missing building block are appropriate design tools that enable Makers to translate their intent into appropriate machine instructions - whether code or 3D prints. Makers' expertise and work practices differ significantly from those of professional engineers - a reality that design tools have to reflect. I will present research that enables Makers and designers to rapidly prototype, fabricate and program interactive products. Making headway in this area involves working in both hardware and software. Our group creates new physical fabrication hardware such as augmented power tools and custom CNC machines; new design software to make existing digital fabrication tools more useful; software platforms for the type of connected IoT devices many Makers are creating; and debugging tools for working at the intersection of hardware and software. We also create expertise sharing tools that lower the cost and increase the quality of online tutorials and videos through which knowledge is disseminated in this community. Our work on these tools is motivated by our daily experience of teaching and building in the Jacobs Institute for Design Innovation - a 24,000 sq ft space for 21st-century design education that opened in 2015. I will give an overview of institute activities and projects, and how they inform our research agenda.
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Los 12 errores más comunes de una Flipped Classroom

Los 12 errores más comunes de una Flipped Classroom | Edumorfosis.it | Scoop.it
Flipped Classroom es la metodología que se caracteriza por transferir algunos de los principales procesos de aprendizaje fuera del aula, con el fin de potenciar durante el tiempo de clase los aspectos más prácticos y muy necesarios para la adquisición de conocimientos.

Cada vez son más los educadores que apuestan por el modelo flipped classroom, ya que los resultados que se están obteniendo son bastante buenos. Pero a la hora de ponerlo en práctica hay una serie de posibles errores que sería conveniente esquivar. Esta infografía de Araceli Calvo, educadora experta en docencia y nuevas tecnologías, refleja estos errores para que los docentes puedan estar atentos.
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Beyond Surface-Level Digital Pedagogy

Beyond Surface-Level Digital Pedagogy | Edumorfosis.it | Scoop.it
One of the fundamental theses of critical pedagogy rests in the assertion that education is not an ideologically neutral task. A critical digital pedagogy extends this line of thought to include the intrinsic non neutrality of digital tools, practices, and pedagogies. Jesse Stommel writes, “education (and, to an even greater extent, edtech) has misrepresented itself as objective, quantifiable, apolitical.” The misrepresentation Stommel highlights is evident in the pedestrian and positivist digital pedagogy common in graduate schools of education.
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[Webinar] Learning Objects

This talk describes the original premise and ideas behind the concept of the learning object. Stephen Downes describes them as resuable and discoverable resources that are joined together to create courses in learning management systems.
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Flipping Large Classes: Three strategies to engage students

Flipping Large Classes: Three strategies to engage students | Edumorfosis.it | Scoop.it
As we continue our ongoing series focused on the flipped classroom in higher education, it’s time to tackle another frequently asked question: “How can I flip a large class?”

I like this question because it’s not asking whether you can flip a large class, but rather what’s the best way to do it. Faculty who teach large classes are challenged not only by the sheer number of students but also by the physical space in the classroom. Having 100, 200, or 400+ students in class means teaching in large lecture halls with stadium seating and seats that are bolted to the floor. It’s not exactly the ideal space for collaboration and group discussions, so the types of flipped and active learning strategies you can use are more limited.

Often, faculty fall back on the “think, pair, share” format or use clicker questions to encourage student engagement. But there are other techniques we can deploy in these large classrooms to engage students and involve them in higher levels of critical thinking and analysis.

To start the conversation, here are three strategies that work well in large lecture halls because they don’t require students to sit in groups or move around the room. Each of these strategies provides a framework for generating discussion, which increases engagement and encourages students to analyze a variety of perspectives. And if you aren’t teaching to the masses, these strategies can be easily modified for any class size.
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Top ten timeless trends in eLearning

Top ten timeless trends in eLearning | Edumorfosis.it | Scoop.it
With a track record of almost a decade and a half in eLearning, we are now able to draw patterns. How do our avid learners prefer to learn? What mode and medium do they use? Let’s explore and demonstrate the learner preference for eLearning. Training managers and instruction designers, take notes. Based on this information, you can make valuable changes to your current courses!
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