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Five ways curators can improve user experience

Five ways curators can improve user experience | |

Most people curate for the benefit of themselves or their organisations. What if we considered content curation from a user centered design perspective? What would audience centered curation look like?


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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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Lo que los estudiantes en línea realmente quieren: más interacción con profesores y compañeros

Lo que los estudiantes en línea realmente quieren: más interacción con profesores y compañeros | |
De acuerdo con el reporte "The Online College Students 2017: Comprehensive Data on Demands and Preferences" (Los Estudiantes Universitarios en Línea 2017: Datos completos sobre demandas y preferencias), desarrollado por The Learning House, Inc. y Aslanian Market Research, los estudiantes en línea desean más interacción con sus instructores y compañeros de estudio.

Para su sexta edición, este reporte anual encuestó a 1,500 estudiantes que estaban actualmente matriculados en, recién graduados de, o seriamente considerando un programa en línea. El informe tiene como objetivo ayudar a los líderes de educación superior a entender mejor los rasgos de los nuevos estudiantes universitarios en línea y lo que están buscando en su experiencia educativa.

Los investigadores encontraron que los estudiantes en línea están buscando más interacción con sus profesores y compañeros de clase. Más del 50 por ciento de los encuestados dijo que la interacción con su comunidad académica es importante para ellos, mientras que alrededor del 25 por ciento dijo que una mayor interacción mejoraría la calidad y experiencia de sus cursos en línea.
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When designing Microlearning, keep Macro in mind

When designing Microlearning, keep Macro in mind | |
From the learners’ perspective, macro learning involves a larger time commitment, a focus on specified learning objectives, and is often used when choosing to engage with content that is largely unfamiliar. In contrast, microlearning is something that can be done on your phone, in the subway on the way to work. It is quick and focuses on specific pieces of information or skills. eLearning professionals are currently grappling with these two types of learning as if they are not interrelated. However, an effective strategy embraces microlearning within the broader paradigm of the system in which it occurs.
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Responsive Design tips for eLearning courses

Responsive Design tips for eLearning courses | |
To begin, we need to lay the foundation for this discussion. When talking about “responsive design” (for our purposes), I mean to design a course that responds to the technology platform currently in use. A course whose displayed content changes based on the device or screen size could be said to be “responsive” in this instance. Unfortunately, the term “responsive design” is a bit like the term “the cloud”—it can be fairly nebulous in definition and understanding.

Responsive design is a bit different than what I call “resizable design.” In resizable design, the objects on the screen just resize and change position based on the screen size. This is usually handled by the design tool and behind-the-scenes algorithms and programming. Responsive design, on the other hand, is a design in which the developer controls which elements appear on the screen based on certain sizes or breakpoints. In terms of tools, Storyline 3 & 360 use resizable design, while Captivate and Lectora use responsive design.
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The revolution in Education no one is noticing

The revolution in Education no one is noticing | |

I haven’t been a student in a typical classroom since the turn of the millennium. Back then, technology was just beginning its march into all aspects of modern life, including education. Earlier this year, I took a fully online course and was pleasantly surprised, not only by its intellectual rigor but also by the virtual platform that fostered meaningful interactions and substantive discussions with my instructor and my other online classmates. In my recent experience, online learning closely matched the quality and content of standard classroom learning, with much greater freedom and flexibility.

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The case for the new role of a Modern Learning Advisor

The case for the new role of a Modern Learning Advisor | |

In a number of previous articles in the MWL Magazine, I have explained how modern professionals now recognise that they learn in many different ways at, through and for work.

The standard approach of a L&D department is to design and deliver learning interventions to and manage employee learning CENTRALLY in some sort of learning platform, e.g. a LMS to manage courses, or more recently in a Learning Experience platform to manage use of other types of content and interactions.

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Networked knowledge creates value

Networked knowledge creates value | |
As we enter the network era, the dominant technology is the internet and working knowledge is distributed through professional communities, many of which are hosted online. Compare this to the last 75 years where the company was connected to a factory and knowledge was delivered from business schools. Tangible goods, best practices, and standardization are being replaced by intangible assets, emergent practices, and transparency. In the network era, business is changing.

In the networked knowledge triad, I tried to show how real value creation today happens outside the organization. Therefore professionals should develop value creation networks that connect to the world, beyond the current workplace. These networks are the modern equivalents of degrees and certificates. They are the value we bring to our work teams and organizations. As the life expectancy of organizations decreases, we can no longer depend on employers to provide stability for our working lives. That stability now comes from our networks.
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The future of learning is not training

The future of learning is not training | |

Instead of jumping off the January 1st starting line, we decided to wait and see what other people are predicting for corporate training and learning in 2017. Here’s a partial list from our 2017 Crystal Ball Scorecard:

  • The New Year will bring a wider adoption of mLearning
  • All companies will be dong more microlearning
  • There will be much wider use of xAPI and Learning Records Stores (LRS)
  • Learning apps will become ubiquitous
  • Gamification will be for everything and everywhere!
  • Video learning will be on a smart device near you
  • Social learning the idea whose time has come
  • Things are looking up for cloud-based delivery
  • Responsive Web Design (RWD) will be the buzzword for 2017
  • 2017 is the year of adaptive more personalized learning
  • Content curation for learning will lead to better learning
  • Look out Virtual Reality (VR) and Augmented Reality (AR) coming up fast
  • Finally training will focus on performance and not on smiles
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[Infographic] Mobility is driving the Internet of Things Smart School

[Infographic] Mobility is driving the Internet of Things Smart School | |
The word smart implies an intelligence and awareness, as well as an ability to learn and transform. Smart schools have an infrastructure that enables them to grow, adapt and progress as important environments for learning. Today’s smart school utilizes Internet of Things devices that communicate their status via Wi-Fi. While this can include interactive smart boards, the scope of smart schools reaches far beyond these boards to include iBeacons, wearables, sensors throughout the school, eBooks and tablets, collaborative classrooms, smart lighting and HVAC, and video/motion trackers. Our survey found growing use of robots, augmented reality, facial recognition, parking sensors, attendance tracking, and 3-D printers. These devices provide extensive data for both real-time and subsequent analysis.
Edumorfosis's insight:

La Universidad no debería mantenerse estática en el tiempo en una era de pleno movimiento tecno-social. Los aprendices del siglo 21 se moverán por lugares donde la minería de datos fluirá en cantidades exponenciales. La universidad convencional no tendrá cabida en ambientes en los que  los aprendices estárán en constante movmiento...

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Are grades diverting focus from real learning?

Are grades diverting focus from real learning? | |
Grades sometimes feel like a necessary evil. They are a shorthand measure of how a student is performing in school, but too often the pressure to earn good grades becomes the sole focus for students and parents. Grades are supposed to be a recognition of the learning process a student went through, not the product a student strives for exclusively. But disentangling those things is a challenge, made more difficult by the real consequences of good grades for kids’ futures.

Educator Ashley Lamb-Sinclair experimented with not giving grades for the first six weeks of the school year at the high-achieving high school where she works. She was amazed at the intrinsic motivation students had to persist on a task until they improved when the pressure of a grade wasn’t present. She writes that she had incredible communications with parents about their children’s learning during those six weeks and that the gradeless period went smoothly. That is, until she had to start grading again. As soon as a 100-point scale was present parents and students forgot all the value they had seen in the learning process and focused only on points.
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How Big Data is disrupting education

How Big Data is disrupting education | |
From healthcare to hospitality, and retail to real estate, big data is having an impact in all industries – and education is no exception. Educators are using big data to identify weak points in the education system, improve teaching methods, and gain a better understanding of student life.

Data analytics has such a widespread effect on the education system, it can be hard to narrow down the changes it causes. So, to better understand those changes, let’s examine a few of the ways that big data is disrupting the education industry, and how it will continue to do so in the future.
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Building a Culture of Continuous Learning for Teachers

Building a Culture of Continuous Learning for Teachers | |
We’re all familiar with the traditional model of professional development: an outside consultant comes in during the summer or at the beginning of the school year, spends a few hours or a couple of days introducing the new program or initiative, and leaves teachers with a stack of implementation materials.

And then teachers go back to the classroom, put the materials on the shelf beside the materials from last year’s new initiative, and go back to teaching the same way they always have.

It’s no mystery why this model for PD doesn’t spark lasting change in classroom practice. The mystery is why we ever expected it to in the first place.

The truth is, teachers, much like their students, need more than a one-shot lecture to master and apply new material. Effective professional development takes place within a continuous “Cycle of Learning” that includes targeted instruction, planning, application, and assessment.
Ivon Prefontaine, PhD's curator insight, July 23, 7:37 PM
There are good points made in the article. For example, the current model of teacher education is based on delivery of theory, often as a one time venture and teachers figuring out the practical on their own.

There is no mention of teacher voice and choice in the article. When I have a choice and express that choice in my voice, I want to learn what is being offered. Too often, it is voice and choice that is missing. We do not build cultures. They form.!

Primeros pasos para implementar un programa de Mobile Learning

Primeros pasos para implementar un programa de Mobile Learning | |

El mundo del aprendizaje está cambiando, y hay nuevas maneras de aumentar el interés de las personas en recibir capacitación en su empresa. Si todavía no utiliza el Mobile Learning o lo usa de manera todavía muy reducida, es una oportunidad que está desperdiciando.

Piénselo… Utilizamos teléfonos y tabletas para muchas funciones durante el día; así que tiene sentido incorporarlos en nuestra estrategia de capacitación, ¿no cree? Debido a que la tecnología móvil ya está presente en nuestras vidas, se convertirá en una extensión natural de todo lo que hacemos y no será vista como un inconveniente, como podría ser otro tipo de capacitación.

De hecho, según estudios recientes, más del 70% de los empleados utilizan los buscadores para aprender lo que necesitan para sus puestos de trabajo, abren sus smartphones nueve veces en una hora y ven vídeos durante no más de cuatro minutos.

Entonces, ¿ha decidido iniciar un programa de aprendizaje móvil en su empresa? Aquí le daremos algunos consejos útiles que le van a servir para empezar con el pie derecho:

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University of the Future Network – Redefining knowledge in the Digital Age

University of the Future Network – Redefining knowledge in the Digital Age | |
The next ‘University of the Future Network’ meeting will be in Hagen (at theFernUniversität in Hagen), Germany (July, 2017). The topic of the meeting will focus on the issues of digitalization: “Universities of the Future: Digital Challenges – the international perspective”.

As known, digitalization is gaining more and more relevance on the agenda, projects, and discussions regarding further developments and challenges of digitalization focus on different levels and take place in several educational fields. These issues are on the agenda in several countries and hence are relevant to be discussed within this network with regard to the ‘University of the Future’.
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Social Learning: A retail case study

Social Learning: A retail case study | |

Social learning is nothing new. In fact Albert Bandura developed one of the most relevant theories. This model talks about the ‘reciprocal determinism’, meaning the world and people’s behaviour affect each other. 


It’s interesting in learning and development as we have seen a move to ‘talent developers’ and are also incorporating ‘culture and environment’ into our roles. This makes sense really, assuming you agree with Bandura’s Theory. Your world, culture and environment influences your behaviours and therefore learning.


Bandura’s Social Learning model is the reciprocal link between cognitive, behavioural and environmental influences. Often this comes through human modelling of others; this might be generally in the workplace, or could be online.


There are several factors that are needed for Bandura’s Theory to work. These are:

  • Attention - Ability to notice what is happening in a social learning forum. This may include sensory abilities for example.
  • Retention - This relates to remembering what you have learnt.
  • Reproduction - Self observation techniques and reproducing these.
  • Motivation - This is your reasoning to imitate, for example, this could be personal development objectives.

Via juandoming
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Knowledge: fusión de pedagogía y tecnología

Knowledge: fusión de pedagogía y tecnología | |
Si en la actualidad la pedagogía, basada en la continua investigación, indica que es adaptable y modificable a los valores formales e informale surgiendo nuevos maneras educativas que se adaptan a las exigencias de la situación y ofrece una alternativa educativa en la contemporaneidad, es probable que tenga resultados donde lograr niveles totales de alfabetización de gran alcance. (seguir leyendo En educación: ¿es suficiente un cambio pedagógico? ¿tecnológico? de Juan Domingo Farnós Miró

Estamos en este proceso, donde elementos como la Inteligencia Artificial, la Gamification con los videojuegos etc…son las nuevas variantes de este nuevo juego, que antes llamabamos educacion, ¿y ahora?….
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Who are our students? Now and into the future

Who are our students? Now and into the future | |
Graduate school professors lament what they perceive to be the absence of quality, well prepared students and they blame inadequacies in undergraduate education for this situation. In turn, college faculty insist that the ability of students to write and think has been in steep decline, and they blame the high schools. The high schools blame the middle schools for student shortcomings; the middle schools blame the elementary schools; the elementary schools blame the preschools and the parents. In short, we have a litany of blame running up and down the educational landscape.[1]

Another frequent lament that gets at the same issues, although through a different lens, sounds something like this: “It was not like this when I was a student.” Or “I always did my homework when asked.” Or “In my generation, things were different; students listened.” Or, finally, “These millennials; they don’t get it. What’s with these students?” These comments are heard across the educational arena and are often uttered with accompanying distain and most often spoken as if the assertions were proven statements of fact.
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[PDF] Profesores y estudiantes en el centro de la Universidad

[PDF] Profesores y estudiantes en el centro de la Universidad | |
La relación entre profesores y estudiantes constituye el núcleo de la actividad universitaria. Más allá de los grados, modos y fórmulas en las que se concreta la reciprocidad, lo que hace de nuestras Universidades instituciones vivas es el hecho de que individuos concretos se comunican en un marco de convivencia, que genera un entramado de relaciones interpersonales.
Víctor Pérez-Díaz, Francisco Michavila y María Antonia García-Benau proponen en los diferentes capítulos que constituyen el 4 Documento de Trabajo de Studia XXI, “Profesores y estudiantes en el centro de la Universidad”, algunas reflexiones basadas en la necesidad de detenernos en la red de relaciones que se articulan en la comunidad de profesores y estudiantes, aprendiendo de nuevas experiencias y aprovechando los éxitos obtenidos en la larga andadura de las instituciones universitarias.
Una vez más, estas reflexiones constituyen un reto y una oportunidad. El reto tiene que ver con la idea de fijar las coordenadas que guíen el rumbo de las reformas pendientes, partiendo de una perspectiva crítica, realista y constructiva: un proceso de reflexión interna en el que las Universidades habrán de discernir qué principios orientan una transmisión del saber que se verifica siempre de persona a persona. Es oportuno detenernos en esta dimensión de la tarea universitaria porque disponemos de perspectiva histórica y porque soplan aires renovados de cambio en el seno de las instituciones europeas de Educación Superior. Y no resulta extraño compartir y aprender de las nuevas experiencias y de las propuestas innovadoras que muchas Universidades se plantean, como consecuencia de estudiar nuevos modos de interpretar esta relación viva entre los alumnos y sus profesores.
En el primero de los capítulos Víctor Pérez-Díaz resume qué idea de la Universidad podría servir de guía para las reformas y sugiere los incentivos internos y exter nos que pueden facilitarlas. Después, ya pensando en el caso español, da cuenta de algunos mecanismos institucionales y algunos rasgos culturales que habría que rectificar, para concluir con algunas propuestas sobre el camino a seguir.
Hablar de una educación universitaria diferente supone en la práctica, según explica el profesor Francisco Michavila en el segundo capítulo del Documento, un esfuerzo por traducir la propia misión institucional, los valores y las señas de identidad. El modelo educativo aspira a reflejar la intencionalidad y el propio ethos del proyecto de formación universitaria. Esa suma de estrategias y actuaciones, ordenadas e integradas en un plan global, debe dar origen al modelo educativo de la Universidad. Su diseño intenta articular de forma flexible la vida de la comunidad universitaria, fortalecer sus hábitos tanto individuales como colectivos y articular las normas institucionales que guían el quehacer universitario en su dimensión académica, educativo-docente, investigadora, cultural y social, de innovación e internacionalización. Un modelo que no es estándar ni único para todas las instituciones, sino que viene condicionado por las fortalezas y debilidades de cada uno. El establecimiento de un modelo educativo propio permitirá que la Universidad se posicione en su entorno más próximo y con una dimensión internacional.
Por último, María Antonia García-Benau, autora del último de los capítulos de este número de la serie STUDIA XXI, plantea la necesidad de fomentar la participación estudiantil, promoviendo la instauración de mentores universitarios y resaltando el relevante papel que pueden desarrollar con los estudiantes, tanto desde un punto de vista académico como profesional. Acaba sus reflexiones señalando medidas concretas para llevar a cabo una mayor implicación de los estudiantes en las labores fundamentales de las Universidades: docencia, investigación y gestión.
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Research-Influenced Learning Spaces

Research-Influenced Learning Spaces | |

One area where we found a growing body of research was learning space design. In studying various pieces of literature on the effect of design, Barrett and Zhang began with the understanding that a “bright, warm, quiet, safe, clean, comfortable, and healthy environment is an important component of successful teaching and learning” (p. 2). Their research suggested direct connections between the learning space and sensory stimuli among students. The evidence of such connections came from the medical understanding of how human sensory perception affects cognitive calculations. As such, Barrett and Zang (2009) identify three key design principles:

Naturalness: Hardwired into our brains, humans have the basic need for light, air, and safety. In this area, the impact of lighting, sound, temperature, and air quality are prevalent.
Individualization: As individuals, each of our brains is uniquely organized and, we perceive the world in different ways. Because of this, different people respond to environmental stimuli in various ways. Therefore, the opportunity for some level of choice affects success.

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AI is not the future, it is the present. 3 ways how AI is influencing education industry

AI is not the future, it is the present. 3 ways how AI is influencing education industry | |

Artificial Intelligence – the word conjures up the Hollywood sanctioned image of terminators taking over our world. Most people think of AI as something a bit scary that might occur in the future.

But the truth is that we are surrounded by Artificial Intelligence even now!

Every time you see an advertisement pop up selling exactly what you want – that’s AI! From movie recommendations and Facebook feeds to Virtual PAs like Siri and Alexa – AI is already here and is set to become more and more enmeshed in our daily lives.

There is no doubt about the benefits Artificial Intelligence can bring to our lives – it makes things smarter, faster and cheaper – and in areas like healthcare, it can even save lives.

Naturally, the education sector, especially the eLearning industry, has also experimented with AI based technologies to offer enhanced learning experiences.

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Misión de la Universidad - Universidad, sí

Misión de la Universidad - Universidad, sí | |

La única misión de la Universidad es la mejora permanente de la sociedad a través del conocimiento.

A partir de aquí podemos explicar cada palabra y su alcance, detallar los fines y hablar de los medios, acotar o ampliar “la misión” y, al hacerlo, hablar de universidades con perfiles distintos –universidades adjetivadas como investigadoras, emprendedoras, innovadoras…- y de otros organismos no universitarios que atienden parcialmente la misión universitaria, como los organismos públicos de investigación. La misión de la Universidad, bien es cierto, descansa fundamentalmente en dos responsabilidades medulares: docencia e investigación. Una universidad, si usamos con rigor el término, tiene que casar ambas como responsabilidades inseparables e indisolubles. De no ser así estaríamos hablando de otro tipo de organizaciones, aunque se dediquen a la Educación Superior.

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The urgency of doing: Knowing is NOT enough

The urgency of doing: Knowing is NOT enough | |
Conventional training (here’s a book, go read it – or lectures) is based on knowledge transfer which arrogantly assumes what the individual needs to learn and how the student learns best. The focus is on the needs of the educational system, i.e. – passing high-stakes tests, school rankings, etc. – and not the individual’s interest or learning style. This is the “sage on the stage” model where information is taught externally but rarely applied internally.
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Does the word 'teacher' still describe what educators do in the classroom?

Does the word 'teacher' still describe what educators do in the classroom? | |

In 2008, Heidi Williams, author of the book “No Fear Coding,” began asking herself some retrospective questions about her role as a teacher at an International Baccalaureate School in Racine, Wisc. These questions led her to the conclusion that the career she thought she entered was not the one she was experiencing, and it was time for her to refine her role and mission.

I don’t call myself a teacher anymore.

“I don’t call myself a teacher anymore,” says Williams. The title she prefers is “stretch instructor.” Williams adds: “Even as an administrator, I am a stretch instructor. I strive to reach every child.”

According to the Merriam-Webster Dictionary the word “teach” comes from the Middle English word techen, meaning “to show or instruct.” To Williams, that definition had built up too many negative connotations over time, including the implication that she was simply standing in front of a classroom dictating to children—something she felt was an inaccurate depiction.

Ivon Prefontaine, PhD's curator insight, July 23, 7:32 PM
Actually, our school system was designed in the 19th Century to socialize young people into a factory system. Teaching is teaching despite what the article suggests. We can use new words and phrases, but teaching is responding to children's needs which means multiple roles are performed.!

Technology can be a tool, a teacher, a trickster

Technology can be a tool, a teacher, a trickster | |

The development of speech recognition illustrates one facet of the relationship between people and technology. Sometimes, we have to change ourselves to meet the technology where it is. But the goal is often the other way around: to improve the technology to fit us as we are.

That's why it's interesting to reflect on some exceptions to the rule — cases where technology isn't just a tool, but also a teacher. Good teachers meet their students where they are, and they adapt their methods accordingly. But the ultimate goal isn't to accommodate the student as he is, it's to change the student by changing the way he thinks and acts. When technology is a teacher, it isn't enough for the technology to adapt; we need to change ourselves, too. This turns out to have some interesting implications.

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Understanding the Learning Cycle (part 1): Learning

Understanding the Learning Cycle (part 1): Learning | |

We know that “stand and deliver” style lecturing isn’t the most effective teaching method when it comes to our students. Why would we think it works when it comes to introducing new material to teachers?

The truth is, our learning styles as adults don’t really change much from our learning styles when we were in school. Professional development should model the best practices for teaching that we use in the classroom. That means PD should be designed to actively engage teachers in relevant, rigorous learning.

In my last blog, I introduced the four-part Learning Cycle: a continuous cycle that includes targeted instruction, planning, application, and assessment. This time, we’re going to dig a bit deeper into the first stage of the cycle: Learning.

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Aprendiendo más con menos clases magistrales: ¿Por qué los profesores nos empeñamos en seguir utilizando los métodos más ineficaces?

Aprendiendo más con menos clases magistrales: ¿Por qué los profesores nos empeñamos en seguir utilizando los métodos más ineficaces? | |
Siguiendo a Graham Gibbs (Twenty terrible reasons for lecturing) la razón fundamental por la que los profesores universitarios prefieren seguir usando los métodos de enseñanza más ineficaces, es que aunque seamos profesores universitarios, somos profundamente ignorantes de los métodos alternativos de enseñanza. Por ello, seguimos obcecados en seguir empleando las tradiciones docentes de la generación anterior. En segundo lugar porque nos es mucho mas cómodo y seguro seguir haciendo lo tradicional y en tercero porque las instituciones universitarias nos siguen dejando hacer lo que nos de la gana.
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