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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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Ten ideas to move classroom technology closer to bLearning

Ten ideas to move classroom technology closer to bLearning | |
Welcome to a post where I reflect on the idea of blended learning. In this post I will attempt to provide 10 ideas that can turn simple technology integration into a blended learning environment. First, to ensure you do not miss one of these valuable posts or other resources covering PBL, Digital Curriculum, Web 2.0, STEM, 21st century learning, and technology integration please sign up for 21centuryedtech by email or RSS. As always, I invite you to follow me on twitter (@mjgormans). Please give this post a retweet and pass it on. Have a great week – Michael Gorman (21centuryedtech)

Booking Info – Time to think about your school or conference needs. Are you looking for a practical and affordable professional development workshop for your school or conference? I have traveled the country delivering PD relating to technology integration, PBL, STEM, Digital Literacy, and the 4 C’s. I have done 100′s of workshops and presentations. Check out my Booking Page… Please contact me soon if you have an interest. I am almost booked through January and am already taking spring and summer dates for 2015 – Mike
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[Infographic] Online learning trends and challenges

[Infographic] Online learning trends and challenges | |
The presence of online learning in education and corporate environments is strong. The economies of scale from a robust online course program simply cannot be ignored anymore.

Schools are really starting to leverage education technology in their curriculum, using the latest apps and mobile devices to help bolster the coursework and student collaboration. The rise in online courses is what has made the flipped learning method quite popular. Essentially, leaving class time for students to apply the principles of the course content instead of for lectures.

Along with any trend there are challenges – online learning is no exception.

The infographic below, created by Piktochart, details some of the more popular trends and challenges today in online course delivery. In regards to the challenges, I find that the first bit of advice for regarding pitfalls is extremely valuable: start small.
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[Slideshare] 10 things we know about designing games for learning from research

This decidedly nonacademic presentation provides a broad scientific overview of what we know from research about the effectiveness of games and game-elements to changing learner behaviors. You will examine 10 findings from research and see how those findings directly relate to the creation of instructional games, games that make an impact on learner behavior. And, yes, you will play a game in this session!

Learn to apply:

  • Findings from game-based research to create effective learning content.
  • Three principles for adding game elements to online and stand up instruction.
  • Four motivational aspects of games to improve learning recall and application.
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8 EdTech trends you should know

8 EdTech trends you should know | |
Education technology (EdTech) is evolving at an incredible pace. There are constantly new apps and programs being developed – all of which with their own unique benefit.

For those of you who are new to the concept of EdTech, it is a pretty broad concept, covering the use of technology like tablets, apps, web tools, social media, and more to improve learning.

EdTech is being leveraged in classrooms all over the world, here are the current trends that you are likely to see today:
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[Infographic] 4 steps to transfer your regular training to mLearning

[Infographic] 4 steps to transfer your regular training to mLearning | |

Adding mobile learning to a training program is one of the best ways to acknowledge and leverage the technological devices that your employees already have. However, it is important to make the right first moves when transferring elements of your training to the mobile learning format.

  1. Take a rational LMS decision: Many a times, organizations are reluctant to change their LMS when integrating mobile learning to their existing training format. This may be because of two reasons: either you do not want to go through the hassle of overhauling your system,
  2. Have a mobile-centered content strategy: Dedicate a team that works exclusively on content that you will put for mobile learning. Mobile learning is NOT simply transferring all elearning on the phone.
  3. Responsive UI: The fact that ‘Responsive UI’ is being emphasized on everywhere itself is proof of the fact that learning can no longer afford to be passive. If it does, it is at the cost of losing learners’ interest. Mobile learning is your chance at getting the already ‘mobile-tablet-iPad addicted’ workforce to be in active control of its learning.
  4. Blend it with other formats: Very important. Mobile learning is not an end in itself, it is a means to an end. Give mobile learning its due importance but also see how it is going to fit in your overall training and development strategy.
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Connected Courses MOOC (#ccourses) and #oclmooc: Nurturing our Personal Learning Networks

Connected Courses MOOC (#ccourses) and #oclmooc: Nurturing our Personal Learning Networks | |
When learning turns in on itself, the results are magnificent—as is the case when we learn about personal learning networks (PLNs) by engaging with members of our personal learning networks, for example.

It’s something I’ve seen repeatedly in my own communities of learning, and it’s something I have explored and documented extensively through the Exploring Personal Learning Networks MOOC (#xplrlrn) and other connectivist massive open online courses (MOOCs). Those explorations are continuing through two MOOCs—the Connected Courses MOOC (#ccourses) and the Open and Connected Learning MOOC (#oclmooc)—and it feels as if #ccourses hit a training-teaching-learning home run this evening with a live (and now archived) one-hour online session “Social Capital and PLNs: Discovering, Building, and Cultivating Networks of Learners.”
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Improving the online learning experience with discussion tools

Improving the online learning experience with discussion tools | |
So you’ve built your course, and students are so eager to learn that they will lineup for miles to take your class!

Now imagine every student standing in this line and think of how different they likely are from each other. As an educator, you want to make sure all of your students understand your course content, even if it’s a little difficult to provide dozens of students with personalized attention.

However, if you adopt an online learning solution with discussion capabilities, you’re one step closer to finding a solution to your problem. Here are some helpful tips around using discussion tools to improve the learning experience.
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How do you manage BYOD in a school classroom?

How do you manage BYOD in a school classroom? | |
Managing Bring Your Own Device (BYOD) in a workplace of adults is one thing. Generally speaking, it’s not too difficult, and it has its own set of challenges, most of them based around the technology involved, security, and misuse of the freedom. Not many — if any — of them can be found regarding the human element. Even when they are found, it is relatively simple to set rules and implement them.
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8 ways to prioritize learning when using technology in the classroom

8 ways to prioritize learning when using technology in the classroom | |
As technology takes hold in the classroom, educators are constantly shifting tactics, experimenting with new tools, and trying to connect with students. That’s far easier said than done, but effective teachers know that education at its best is a human endeavor. What technology can do, as Laura Moorhead writes for the TED blog, is support teachers as they push students to problem-solve, discover information on their own, and make meaning out of the world around them. Moorhead writes:

“Use technology to nudge students away from looking for confirmation for what they already know. Instead, challenge them — encourage risk and confusion that can’t be solved with a few clicks. Find learning technologies that identify and push against a student’s cognitive gap, that space between what a student knows and doesn’t know. Then serve up an appropriate next step (and no, not “helpful hints” that give away answers). You’re looking for the Goldilocks factor, says Elizabeth Bonawitz, a professor of psychology at Rutgers: Keep learning challenging, but not impossible. Look for technology that uses questions to foster curiosity and the joy of discovery.”
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Higher Education in 2024: Glimpsing the future

Higher Education in 2024: Glimpsing the future | |
The higher education IT community has long sought to anticipate the future. The digital world has developed so rapidly, especially since the advent of the web, that planning for today's devices risks missing major opportunities down the road. Campuses can be blindsided by the emergence of new continents on the computational map.

Campus leaders have relied on several futures approaches, including extrapolating from current trends and data, observing students' use of technology, collaborating with peers, and relying on inter-institutional organizations for research. Scenarios, or stories of projected futures, have also proven useful—and are the subject of this article.

Scenarios allow campus planners to imagine themselves in a future environment, based on their narrative and discursive structure. Unlike, say, reports or tables of data, scenarios are stories, meaning that they will have a far greater likelihood of emotional connection. Understanding a scenario engages a reader's creativity, either in formal role-playing or in the imaginative act of envisioning one's campus under different conditions. Scenarios also elicit conversation within a group as different people offer their interpretations of new developments and their potential responses. As such, scenarios are fine pedagogical objects, well suited for use by those involved in educational institutions.

I offer here three scenarios for U.S. higher education in the year 2024. The date is chosen for the psychological appeal of a ten-year interval. It also lets us get beyond the four- or five-year horizon typically used in campus planning and allows enough time for the emergence of major cultural developments.
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Wonderful chart integrating Maslow Hierarchy of Needs with technology

Wonderful chart integrating Maslow Hierarchy of Needs with technology | |
Maslow's Hierarchy of Needs is a motivational theory developed by the renowned psychologist and humanist Abraham Harold Maslow (April 1, 1908 – June 8, 1970). Being disappointed by the behaviourist theories of the day that primarily focused on the study of problematic behaviour, Maslow took a different turn and did in-depth studies on the motivational part of the human conduct. He explored areas responsible for driving people's behaviour and happiness. For Maslow, any behaviour is a complex act that aim at the achievement of a certain goal. Human beings are goal oriented and as such they tend to channel their behaviour according to the motivational need underlying it.
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[PDF] Instructional Design strategies for intensive online courses: An objectivist-constructivist blended approach

[PDF] Instructional Design strategies for intensive online courses: An objectivist-constructivist blended approach | |

Due to the time constraints of intensive online courses, instructional design strategies should be modified in order to retain the quality of learning without reducing the quantity of the course content. This paper presents how a blended approach combining objectivist and constructivist instructional strategies was used in the design of an intensive summer online course in the context of a support-based online learning environment. The implementation results revealed that students had a positive learning experience in the course and were highly satisfied with their learning outcomes.

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Helping post-traditional learners with badges & progressive credentialing

Helping post-traditional learners with badges & progressive credentialing | |
According to Louis Soares in Post-Traditional Learners and the Transformation of Post-Secondary Education, only 15% of those pursuing a college degree today are seeking a traditional residential college experience. The other 85% are what some refer to as post-traditional. They are working people who want a post-secondary credential but they don’t have one. As Soares points out in the article, this is also the population of college student that is less likely to complete. Life challenges, family circumstances, the demands of work and other factors combine to create barriers to achieving a college degree for some people. It is this 85% that most benefits from the many higher education innovations over the past fifty years: night school, one-day-a-way programs, weekend cohorts, blended learning programs, low residency programs, competency-based programs, as well as the many online programs available today.

It is not that this population is unwilling to work hard. It is that the traditional full-time college structure does not align with their needs, nor is it flexible enough to allow them to meet the other significant demands in their lives. However, the “non-traditional programs” make college a possibility: allowing students to to work at their own pace, to study and learn during evenings and weekends, or to do the bulk of their work after 10:00 PM each night (once all the kids are in bed).
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[Infographic] 6 steps to flipping a classroom

[Infographic] 6 steps to flipping a classroom | |

6 Steps to Flipping A Classroom Infographic:

  1. Plan: Figure out which lesson you’re going to flip. Outline key learning outcomes and put together a lesson plan.
  2. Record: Instead of teaching your lesson as usual, record a video. You can do this however you’d like, just ensure that the lesson contains all of the elements you would have if you were doing it in the classroom in person. Make it interesting and engaging. Ask yourself: would I want to watch this?
  3. Share: Share the video with your students. Explain that the video’s content will be discussed and used in class
  4. Change: Now that your students have watched the lesson, they’ll be primed to delved into the topic in more depth than they would otherwise be. Go for it!
  5. Group: A great way to explore the topic is to engage the class in group discussions. Separate the students into smaller groups so that everyone’s voice has a better chance of being heard, and questions are more likely to be asked. Give each group a task and a goal to work towards.
  6. Regroup: Get the class back together to share each group’s work with the whole class. As questions, offer opinions, encourage discussion.
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New technologies making #MOOCs even better

New technologies making #MOOCs even better | |
I’ve been writing about massive open online courses (MOOCs) fairly steadily for the past year and a half or so, and over that time, MOOCs have changed considerably from what they were when they first appeared on the scene. Largely, these changes have been due to more investment and research into the development of digital learning environments.

Early MOOCs were often nothing more than long video lectures with a few multiple choice questions at the end—if you read much MOOC literature, you will know that these early implementations were roundly criticized for their poor pedagogy and almost complete lack of meaningful learning experiences. And the critics were right. However, that is no longer what MOOCs look like. As more institutions have experimented with them, and more research has been done about how to improve online learning, new pedagogical approaches and technologies have come on the scene. In terms of quality and learning, today’s MOOCs rival and sometimes even eclipse what is found in many instructor-led courses.
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Google lanza Drive para Educación, con almacenamiento ilimitado

Google lanza Drive para Educación, con almacenamiento ilimitado | |
Google quiere seguir mejorando la experiencia de la comunidad escolar llevándola al siglo XXI con sus soluciones tecnológicas, librando a los propios escolares del peso que supone llevar sus mochilas llenas de apuntes y libros, pudiéndolas sustituir por tabletas, Chromebooks y otros dispositivos tecnológicos con los que poder acceder a los contenidos educativos. En este sentido, Google acaba de anunciar el lanzamiento de Drive para Educación, servicio que ofrecerá de manera gratuita, sin publicidad, para aquellas instituciones educativas sin fines de lucro. El despliegue de este servicio será lento, tardando unas pocas semanas antes de que llegue a todos los usuarios a través de Google Apps para Educación.
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6 reasons to use Focus Groups in eLearning

6 reasons to use Focus Groups in eLearning | |
While focus groups are often associated with television shows and tangible products, they can actually be invaluable feedback tools for eLearning professionals. Focus groups in eLearning give you the opportunity to gain insight into how your eLearning deliverable will be received and if will in fact provide a truly effective eLearning experience. It will also allow you to fine tune your eLearning project by determining its strengths and weaknesses.
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[Infographic] Top 10 online learning trends and challenges

[Infographic] Top 10 online learning trends and challenges | |
It is interesting to see where online programs “live” in a school. Sometimes each school within a University makes its own decisions and has its own faculty readiness program and expectations, but increasingly the decision making is being moved to one centralized location. This Online Learning Trends And Challenges Infographic shares the results of a survey of 675 administrators, and depicts the online program roll out strategy that they found was most common.

Top 10 Online Learning Trends and Challenges

  1. Decision making for online programs is increasingly being centralized to the provost level
  2. This ensures better risk management, efficiency, and quality
  3. 2.6 million students are currently enrolled in fully-online degree programs
  4. 5.5 million students are taking at least one online course
  5. 54% of online students are enrolled at an institution within 100 miles from home
  6. 80% of online students want to bring credit with them from another program
  7. 66% did not choose the least expensive program
  8. 50% would need financial aid
  9. 20% wouldn’t attend if they did not receive aid
  10. The vast majority of students preferred “90% job placement” when shown 18 different marketing messages

6 Tips To Avoid Online Learning Pitfalls

  1. Start small, with graduate or degree completion programs contained within a single department, and scale up as needed.
  2. All stakeholders should be involved from the beginning and early adopters should become partners, but change skeptics minds with results instead of butting heads.
  3. If online, distance, or continuing/professional education programs are already in place, utilize the experience of those involved.
  4. Fine-tune your programs before attempting to scale up, keeping in mind issues like intellectual property rights, ADA compliance, support services, transactions, academic integrity, and quality standards.
  5. Don’t forget about the opportunity online programs present for large scale data collection and analytics. These numbers aren’t just valuable in distance ed – they can also help spur innovation in the traditional classroom.
  6. You have to approach online students differently than traditional learners on campus. They are often older, and juggling family and work, but this also doesn’t mean they require less support.
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Three important updates to Google Forms teachers should be aware of

Three important updates to Google Forms teachers should be aware of | |
Google Forms has released a few useful updates today. The one that I like the most and which I am sure many of you are looking forward to is limiting form responses to one person. Using this new feature, you , the creator of the form, will be able to get one answer per person by simply turning on the "only allow one response per user" feature in your settings. Similarly, you can also limit people to one response per column for grid-style questions using the new option under"advanced settings".
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Learning Theories: Bandura's Social Learning Theory

Learning Theories: Bandura's Social Learning Theory | |
This is the third in my blog series on major learning theories. My plan is to work through the alphabet of psychologists and provide a brief overview of their theories, and how each can be applied in education. Last time, we examined the work of Chris Argyris on double-loop learning. Today, we explore the work of Albert Bandura on social learning theory.

It’s been said that Albert Bandura’s theory of social learning spans the gap between behaviourism and cognitivism. Social learning theory incorporates the idea of behaviour reinforcement from the former, and cognitive processes such as attention, motivation and memory from the latter. In fact, Social Learning theory is essentially – as the name suggests – an explanation of how we learn when we are in social contexts.
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Nuevas interacciones en competencia digital: de la recepción al empoderamiento (Cap. 5)

MARTA-LAZO, C. & GABELAS BARROSO, J.A. (2013), "Nuevas interacciones en competencia digital: de la recepción al empoderamiento", en MORALES, S. & LOYOLA, I. (2013), "Nuevas perspectivas en los estudios de comunicación" (p.p 65-78). Imago Mundi, Buenos Aires.

El libro completo esta disponible en la WWW (última consulta, 16 de septiembre de 2014):
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A propósito del Blended Learning: 6 modelos

A propósito del Blended Learning: 6 modelos | |
La escuela, los centros educativos que necesitamos, tienen que ofrecer un modelo de aprendizaje diferente del actual, esto ya ha quedado señalado muchas veces en este blog. Es del todo imprencindible empezar a discurrir por la senda del aprendizaje personalizado, del aprendizaje profundo, de rescatar la Pedagogía Diferencial para la escuela. Esto pasa por una nueva conceptualización de los roles del profesor y del alumno, del aprendizaje y de la enseñanza. Ya no es posible mantener un modelo de escuela que no satisface a las necesidades actuales y que va en contra de todas las tendencias y diseños actuales.

Las aulas del siglo XXI tienen que ser de otra manera, porque los aprendices del siglo XXI tienen nuevas necesidades. Así las cosas, el recurso a la tecnología se nos muestra como irrenunciable, pues es el vehículo de toda esta reforma pedagógica que precisamos. Sí, la Pedagogía del siglo XXI tiene particularidades que harán que el talento y la capacidad de cada alumno se desarrolle de manera óptima, pues estamos en condicones de recuperar la centralidad del estudiante en este proceso que le pertenece por la naturaleza misma del aprendizaje, que es radical y esencialmente personal, necesitado de ayudas, cierto, pero que tiene un único protagonista.

Os dejo este infográfico elaborado por Dreambox que no precisa mayores explicaciones y que recoge 6 modelos de aprendizaje combinado (blended) entre lo presencial y lo virtual e ilustra muy bien lo que ocurre ya en las escuelas más avanzadas metodológica y tecnológicamente hablando. ¿Te apuntas? ¿Animarás a la escuela de tus hijos a que lo haga? Y en la Universidad, ¿pasamos de la exclusividad de la lectio a dar la voz y la acción a los alumnos?
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Layered approaches to Educational Technology

Layered approaches to Educational Technology | |
Higher education professionals increasingly design courses while taking into account rapid changes in student needs and demographics, instructional technologies, and institutional expectations. Supporting this challenging work with a variety of professional development opportunities is an essential solution for educators as they respond to these needs. Western Washington University's (WWU) layered approaches to faculty development connects educational technology training and course development, emphasizing instructional design, pedagogy, and development of technical skills. The array of opportunities for professional development span from formal campus-wide training to spontaneous peer-to-peer mentoring. Multifaceted efforts cross institutional layers (as illustrated in figure 1) in support of integrated technology, producing an academic community with consistent and equitable access to technology and pedagogical support.
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La evolución de nuestro escritorio en las últimas décadas

La evolución de nuestro escritorio en las últimas décadas | |
Un equipo de investigación del Harvard Innovation Lab, creó una imagen animada (gif) que muestra cómo nuestro escritorio ha evolucionado a través del tiempo desde 1980 hasta la actualidad. La imagen deja ver cómo se fueron concentrando todas nuestras necesidades en un conjunto de aplicaciones tecnológicas que pueden ejecutarse desde una computadora portátil.

Quizás faltó agregar en la imagen un último momento, con un concepto aún más interesante: nuestro escritorio ya no está fijo en una mesa, en un habitación, en un lugar determinado, nuestro escritorio de trabajo es ubicuo: está en cualquier lugar y en cualquier momento si contamos con un dispositivo inteligente conectado.

Edumorfosis's insight:

El escritorio del educador ya no es un lugar de trabajo aislado. Ahora se habla de un cubículo extendido capaz de comunicarse con otras personas, de trabajar en diversidad de proyectos transversales y de aumentar su nivel de productividad. El educador del Siglo 21 es un #EducadorAPP que maneja efectivamente infindad de aplicaciones, herramientas web, programas de código abierto, plataformas, sistemas y formatos... 

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34 plataformas virtuales educativas gratuitas

34 plataformas virtuales educativas gratuitas | |

¿Eres coordinador/a TIC y en tu centro educativo no hay ninguna plataforma educativa? Desde el blog “Las Tics y su utilización en la educación” nos llega un post redactado por Augusto Bernal sobre las 34 plataformas educativas más utilizadas y en mucho de los casos gratuitas. Aquí os dejo el texto.

Amig@s lectores en este apartado he recopilado las plataformas virtuales también llamadas IMS, LMS, EVEA, LCMS ya que en la actualidad existen un gran número de ellas unas gratuitas, semi-gratuitas que te dan la opción de ser premium con algo de dinero y otras privativas, muchas de ellas en un principio eran de acceso gratuito pero solo para realizar pruebas luego se vendieron de forma privada con otros nombres entre los docentes de instituciones educativas como escuelas, colegios universidades, centros de estudios y demás.

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