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Los centros educativos como Comunidades de Aprendizaje

Los centros educativos como Comunidades de Aprendizaje | |

Las Comunidades de Aprendizaje se centran no en la enseñanza, sino en el aprendizaje; no en el cumplimiento de programas, sino en el desarrollo integral de las personas (adultas y no adultas) que las componen; no en el cumplimiento de horarios y calendarios, sino en el desarrollo y expansión constante de una profunda curiosidad y el deseo de aprender. En las Comunidades de Aprendizaje, la energía organizacional no se centra en adaptar a profesor@s y estudiantes a una determinada estructura, sino en construir estructuras flexibles que se adapten a los intereses, inquietudes y necesidades de estudiantes, profesor@s y familias. Lasrelaciones entre personas, grupos y generaciones, y entre la comunidad y su entorno, son el tejido, el contexto en el que todo tiene lugar, y son prioritarias para todos. La diversidad en todas sus manifestaciones, incluida la diversidad de estilos de aprendizaje, es reconocida, potenciada, celebrada y asumida como riqueza y fortaleza, no como problema o excepción.

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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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Becoming a Learning Culture: Competing in an Age of Disruption

Becoming a Learning Culture: Competing in an Age of Disruption | |
(This article was initially posted on the Hospitality eResources blog on February 7, 2017.) All industries are undergoing enormous change, mostly due to new technologies, globalization, and a very diverse workforce. For example, in the hospitality industry smartphones pu

Via juandoming
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Proyecto Transversal de Aprendizaje (II) La sociedad y la educación caminan juntas por otros caminos

Proyecto Transversal de Aprendizaje (II) La sociedad y la educación caminan juntas por otros caminos | |

En cuatro o cinco años la educación ya será “otra cosa”, quieran alguno o no:


  • Inclusiva, abierta y ubícua: (los centros educativos, las universidades ya no serán nisiquiera centros de aprendizaje emisores de títulaciones para que las personas se integren en la sociedad. Los ciudadanos no necesitarán “su” autorización para ello,afortunadamente, habrán mil y una manera de aprender, de trabajar, de vivir…
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The 6 benefits of ePortfolios and how to create them

The 6 benefits of ePortfolios and how to create them | |
As demand for eLearning programs in corporations grows, so does the need to manage the achieved knowledge. Trainees and experts both need a system to update their current and future learning needs. This does not imply that creating a running total of the courses taken successfully is enough. It does not mean that learners need to have a list of all courses they have been enrolled in.

A training ePortfolio is much more than a list or a number. It is a detailed description of learning that has taken place. It is a reflection on practice and a reflective practice in itself. It is a recollection of experience and performance. It defines the strengths and weakness of the employee.

It is also a great tool to consult with the learning experts of an organization, who can coach the employee towards a desirable learning pathway. And these aren’t the only benefits to them.
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Microlearning in learning and development: The Digital Industrial Revolution

Microlearning in learning and development: The Digital Industrial Revolution | |
Digital transformation is an industrial revolution, different to those the world has previously experienced. Pre-filling people with knowledge no longer works. Employees are now supposed to get in the driver’s seat and develop the skills necessary to find and retrieve knowledge, as needed, in a fast-paced and changing workplace environment. This learning type will not only be restricted to professional learning in the workplace, but, impact each individual’s life-long learning. Individual learners have individual needs, which, in the future, will be covered in a personal learning environment tailored to each person’s personal learning demands. Today’s workforce will need to apply the job-related skills they’ve learned and the hands-on skills they will need in everyday use. One of the most effective ways to do this is using microlearning in Learning and Development.
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The eLearning automation guide for eLearning professionals

The eLearning automation guide for eLearning professionals | |
Are you pressed for time? Do you also need to provide your online learners with customized course content that caters to their goals? In this article, we’ll share everything you need to know about eLearning automation. You’ll learn about 4 benefits it can bring to your organization and 3 tips to choose the best automated course authoring tool for your eLearning program.

eLearning Automation: Definition, Tips, And Benefits

eLearning automation can improve the effectiveness of your course while saving time and resources. Through the power of algorithms, your eLearning course provides personalized content based on an online learner’s needs. These eLearning authoring tools also allow you to assess your online learners and provide immediate feedback. Let’s take a closer look at the characteristics of this kind of automation, as well as its advantages.
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Playing at "Agency"

Playing at "Agency" | |

As Morris says, however, “agency” doesn’t mean that adults in classrooms don’t have a role to play.

In other words, agency doesn’t so much exert itself upon others as it does float within the intersection of freedom and authority. Enacting one’s agency is always a balancing act between doing what is within your understanding of your own power and working with the boundaries of others’ understandings of theirs. It is a cooperative, chemical interaction. Freedom delimited by others’ freedoms delimited by yours. In a classroom, this means that authority remains present. Sometimes, the authority of the teacher; but in the best situation, the shared authority of the group of learners (and the teacher).”

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[PDF] Horizon Report: 2017 Higher Education Edition

[PDF] Horizon Report: 2017 Higher Education Edition | |
Innovation within higher education has been accelerated by institutions that are moving away from traditional methods of learning in which academics and researchers are the main sources of idea generation. New approaches are prompting universities to act as incubators for all students, faculty, and staff to make new discoveries and design solutions to meet the needs
of real-world challenges. A study published by the Teachers Insurance and Annuity Association of America (TIAA) Institute highlights three factors for promoting strategic innovation: a diversity of people, who bring along a variety of proficiencies and opinions; a need for dedicated resources to support individuals’ intrinsic motivations, rather than using extrinsic incentives, such as the promise of perfect grades; and autonomy, where individuals are encouraged to voice differing opinions based on a variety of experiences instead of making
decisions as a single-minded group.
In order to breed innovation, institutions must be structured in ways that allow for flexibility while driving creativity and entrepreneurial thinking. Universities can accomplish this by fostering environments that encourage risk-taking behavior, through experimentation and the testing of ideas. An interview with a professor from Harvard University advocates for institutions to “incubate, then integrate.” Successful
transformative practices can be identified by piloting proofs of concept, but an important facet of this approach involves the acceptance of the risk of failure.
In a study to better understand how to graduate more entrepreneurial thinkers, faculty members from the University of Malaysia investigated the relationship between a university’s environment and its effect on student behavior. Using a four-dimensional framework, the report concludes that students’ innovation-friendly behaviors, such as curiosity and creativity, stem from the establishment of positive internal and external
factors such as teamwork, support, and motivation.
Before this trend can take root at an institution, faculty and staff must be equipped with the proper tools to implement new practices. The Chronicle of Higher Education’s “Great Colleges to Work For” program interviewed over 1,200 institutions to identify the specific kinds of support needed to advance innovation. The responses were then analyzed and grouped together to form five overarching themes: the need for open communication, collaboration within departments, job security when status quo, shared responsibility, and top-down support.
While student success remains at the core of institutions’ initiatives, education leaders must also recognize the need to empower all stakeholders to support the changes needed to advance cultures that promote invention and discovery.
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[Webinar] Learning in the Cloud (Robert Breitbard)

As post-secondary schools shift away from traditional education models, in favor of providing deeper learning environments, they are required to replace their outdated technology practices and implement a new infrastructure to support student learning. The Association of College and Research Libraries (ACRL) Framework for Information Literacy in Higher Education concepts can be modified to use in the ABE/ESL classroom. For example, instructors will be able to teach learners how to distinguish reliable from unreliable online information, and they should become aware of the ways in which civic participation may differ in online and offline contexts. This webinar will employ facilitated instruction to introduce the concepts and demonstrate lesson planning ideas to utilize in the classroom and beyond.
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10 trends that are reshaping EdTech

10 trends that are reshaping EdTech | |
Trend usually implies that something is short term, like a one-hit wonder on the radio, but when we talk about educational technology, these trends are here to not only stay, but grow. While it is hard to choose the most important educational technology trends, we did our best to craft this list of ten.
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A collective networked perspective

A collective networked perspective | |
A network society needs networked models for organizing and for learning.

“More and more, the unit of comprehension is going to be group comprehension, where you simply have to rely on a team of others because you can’t understand it all yourself. There was a time, oh, I would say as recently as, certainly as the 18th century, when really smart people could aspire to having a fairly good understanding of just about everything … Well that’s the fragility, the hyper-fragility of civilisation right there. We could all be bounced back into the 19th century.” —Daniel Dennett
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Tensiones en la Universidad

Tensiones en la Universidad | |
El impacto de la Sociedad del Conocimiento en la educación superior es sensible y se presenta no sólo bajo la forma de un nuevo cúmulo de competencias a desarrollar en nuestros alumnos, cuestión que para algunas audiencias no se convierte solo en una segunda alfabetización, sino hacia una reestructuración del sistema educativo a la luz del concepto de virtualidad aplicada a los nuevos entornos de aprendizaje y enseñanza. Para Davies(1998) mas allá de la sociedad del conocimiento estamos moviéndonos hacia una sociedad del aprendizaje caracterizada por:
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If we’re not irrelevant, what are we?

If we’re not irrelevant, what are we? | |
We are preparing instructional leaders for P-12 schools but I rarely see or hear us talking about how to help preservice or practicing administrators understand how to (re)design school structures, curricula, units, lessons, and instructional activities to move in the directions noted above. [indeed, I have some doubts that most of us faculty would even know how] Even though social justice is a deeply held belief for most of us, we rarely discuss the intersections of that concept with changing workforce readiness needs or how the inequities of students’ digital access are extended and exacerbated when it comes to students’ digital usage. I don’t see most educational leadership faculty having broad and rich conversations about how technology has and will transform almost everything, what ‘college and career readiness’ or ‘personalized learning’ even mean these days, or what our roles are as faculty, parents, community members, and citizens to deal with all of this.
Nevermore Sithole's curator insight, February 15, 1:21 AM
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Is technology being integrated effectively?

Is technology being integrated effectively? | |

In many cases, there seems to be a tendency to water down expectations when it comes to integrating technology.  During a recent presentation on digital pedagogy for deeper learning I asked attendees to discuss then share out on TodaysMeet how they were effectively integrating technology in their classroom, school, or district.  There was an emphasis on describing in detail what effective use of technology meant to them.  As the results poured in there were a few consistent responses that stood out. Most attendees flat out stated that they or their schools/districts were not effectively integrating technology. Others confessed that they weren’t sure what effective use constituted.  Many of the remaining responses centered on just a listing of tools that were being used as a measure of effectiveness. 

Via juandoming, RIED. Revista Iberoamericana de Educación a Distancia
Nevermore Sithole's curator insight, February 15, 1:17 AM
Is Technology Being Integrated Effectively?!

Proyecto Transversal de Aprendizaje (I) La sociedad y la educación caminan juntas por otros caminos

Proyecto Transversal de Aprendizaje (I) La sociedad y la educación caminan juntas por otros caminos | |
Los policy makers, las administraciones, organizaciones etc… pueden diseñar proyectos transversales para poder trabajar con ABP, Personalized learning, social learning, PLE, PLN, Analytic learning, BIG Data etc…

El bienestar dentro de una estructura social redárquica es mucho más experimental, no es la “jerarquía de necesidades” de Maslow que nos ocupa en la sociedad posmoderna. En su lugar, se trata de procesos intergrupales complejos como las representaciones sociales, así como con los procesos interpersonales.

Las personas son seres sociales que experimentan, que necesitan reflexión y motivación de apoyo en sus actividades diarias de la construcción, las representaciones y los valores sociales propios.
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Pedagogía Red: Una educación para tiempos de Internet

Pedagogía Red: Una educación para tiempos de Internet | |
La pedagogía tiene el reto de entender la oportunidad educativa que supone internet. No obstante, el reto no implica una tarea mecánica. Existen muchos intentos bajo distintos nombres que dan cabida a este proceso (ciberpedagogía, pedagogía online y otros genéricos) que, estricto sensu, no representan una nueva pedagogía, sino más bien el afianzamiento de visiones educativas, algunas ya enunciadas o perfiladas, que empiezan a tomar fuerza en el entorno educativo que describe internet. Por tanto, en el continuum que representa el desarrollo de la pedagogía, internet es un estadio de desarrollo en el que utopías –y distopías– educativas encuentran rasgos de verisimilitud.
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10 ways that Edtech is transforming education

10 ways that Edtech is transforming education | |
Technology has greatly impacted the way we do things—from how we shop for necessities to how we conduct business with people around the world. It’s no wonder that technology has altered education, too. In fact, here are ten ways that edtech has changed education.
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Can computers replace teachers?

Can computers replace teachers? | |
Personalized learning, however, often manifests itself in school districts in less dynamic ways than in Maine and at High Tech High. The initiatives often become software or technology-based, with digital “instruction” adjusting based on competency levels or skills of its student users. It’s not about student passion or authentic projects—it’s all about remediating and measuring specific academic skills.

And as I’ve experienced first-hand, the role of teachers shifts dramatically with the adoption of these adaptive programs. Instead of a teacher striving to know a student on multiple levels—from understanding the nuances of his or her academic skills, to building positive relationships and crafting learning experiences based on more than numerical reading scores—educators are on the sidelines while a machine takes over. Personalized learning often becomes inherently impersonal; it’s a sterile approach to messy, complex classroom processes. And there’s also big money at stake for education-technology companies and curriculum publishers who are taking advantage of pressure to increase academic achievement.
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Achieving differentiation through Personalization & Individualization

Achieving differentiation through Personalization & Individualization | |
The term personalization and individualization are often used synonymously for differentiating instruction.

While both concepts support meeting students’ learning needs, they serve different purposes. For many educators this conversation may seem like an exercise in semantics. Yet the differences in the practical usage of personalization and individualization can help improve instructional planning by teachers and be strategic in meeting the needs of all students.

Differentiation is the lens for the tools and resources for meeting learner needs. Personalization and individualization are approaches for providing the best conditions for success of students achieving the learning goals.
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Empieza a crear tableros colaborativos con Google Keep

Empieza a crear tableros colaborativos con Google Keep | |

Hace ya tiempo que hablamos de Google Keep y lo cierto es que cada vez lo usamos más. Es innegable que ofrece menos funcionalidades que otras herramientas conocidas por todos como Evernote, pero nos resulta muy cómoda para gestionar, a nivel personal,  las tareas pendientes por realizar, y sobre todo por su sencillez a la hora de utilizarlo dentro y fuera del aula.

Centrándonos en esta última cualidad, con Google Keep podemos crear tableros y compartirlos con nuestros alumnos para elaborar, de manera colaborativa, determinada información. De manera esquemática:

Via eTIC Factoria, Javier Sánchez Bolado, Mariano Ramos Mejia, RIED. Revista Iberoamericana de Educación a Distancia
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Five best practices when converting classroom content for the Virtual Classroom 

Five best practices when converting classroom content for the Virtual Classroom  | |

Taking traditional training materials online is akin to substituting baking soda for baking powder. It can be done, but it’s not a straight one-to-one translation. Adjustments must be made.

Content conversion must consider the learners. If they aren’t in the classroom, are they sitting at desks, working the shop floor, or streaming training on their phones in the park? It must consider the training format. What happens when a daylong training session becomes multiple shorter blocks of eLearning? Content must be tailored to suit the configuration of the class.

Planning to take conventional content into the digital arena? Here are five best practices to ensure you can bring your most important content with you and deliver it in meaningful ways when you leap the eLearning divide.

Via Ana Cristina Pratas
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6 phases of professional, Place-Based Learning

6 phases of professional, Place-Based Learning | |
Let’s take a giant step back and accept that place-based education is not new. In the midst of project-based, problem-based, deeper learning, experiential learning, and all of the other acronym-ready methods that challenge teachers and students to think about approaches different from the industrial model, place-based education lives in the background, patiently waiting to be uncovered once more.

For most of history, education has always been embedded in place. Out of necessity, lack of other resources, and simply the need to pass on cultural, political, and ecological information, place was used to teach – about food sources, land ownership, leadership and governance, history, art and stories. In our recent history of industrialization, we removed the veil of place and inserted a one-size-fits-all model to teach all students in the same way with the important goals of reading, writing and math literacy for all students. In the process of doing so, however, we decreased relevance, agency and impact in schools to such low levels that many students (and teachers) were left behind.
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[PDF] Blended Learning 101

[PDF] Blended Learning 101 | |

Blended learning is not just giving a student a computer. It is leveraging technological tools to transform instructional design towards personalized learning. Blended learning programs are becoming increasingly implemented due to improvements in technology and growing access to online learning materials. However, blended learning requires thoughtful implementation to reap its full benefits. A successful blended learning program is the intentional integration of educational technology within the classroom to enhance the learning process. Implementation can take many forms including: Rotation, Flex, A La Carte, and Enriched Virtual Models.

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Educación y Neurociencias: ¿Puentes a una tierra desconocida?

Educación y Neurociencias: ¿Puentes a una tierra desconocida? | |

Durante los últimos días, he estado profundizando bastante sobre una de las inquietudes que durante éstas semanas me ha venido a la mente reiteradamente, y es esencialmente sobre cómo podemos establecer una conexión entre los elementos que definen la neurociencia cognitiva y la educación, más aún cuando el proceso de enseñanza-aprendizaje, está determinado por aspectos tanto macro como micro en lo que hace referencia a que el aprendizaje está asociado a factores sociales, culturales y socioeconómicos. El acto de aprender, sin duda alguna se halla en la generación de conexiones neuronales nuevas, duraderas y que se almacenan en la memoria de largo plazo del cerebro, mediadas por el sistema DAS ( Deseo – Acción – Satisfacción).

Via juandoming
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Online learning taught by robots could be widespread by 2030

Online learning taught by robots could be widespread by 2030 | |
Thirty years ago, it was a big deal when schools got their first computers. Today, it's a big deal when students get their own laptops.

According to futurist Thomas Frey, in 14 years it'll be a big deal when students learn from robot teachers over the internet.

It's not just because the technology will be that sophisticated, Frey says, but because the company responsible for it will be the largest of its kind.

"I've been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven't heard of yet," Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider.

Frey's prediction comes amid a boom in artificial intelligence research. Google is developing DeepMind, a complex piece of machine-learning software. IBM is developing Watson-powered robots. Amazon is developing drone delivery.
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World Economic Forum: Teachers will not be replaced by robots, should the panel of experts

World Economic Forum: Teachers will not be replaced by robots, should the panel of experts | |
Many of the discussions held at the World Economic Forum this year, held in Davos, They revolved around the question of how technology affects the society now and in the future. The Varkey and the International Education Foundation jointly organized a discussion to address this issue in relation to education.
Nevermore Sithole's curator insight, February 15, 1:23 AM
World Economic Forum