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Formación en el puesto de trabajo y aprendizaje informal intencional

Formación en el puesto de trabajo y aprendizaje informal intencional | |

- Las Comunidades de Práctica Profesional (CoP) se identifican como una propuesta contrastada para la creación y gestión del conocimiento colectivo en todo tipo de organizaciones. Su desarrollo queda condicionado a las estrategias e instrumentos que faciliten su concreción, focos que precisan de más investigación básica y aplicada; también, al empoderamiento de los profesionales y que el uso directo de su conocimiento interno asegure sostenibilidad y eficiencia del planteamiento.

- La formación sigue siendo un referente obligado para promover el cambio, siempre y cuando también cambien sus planteamientos. Al respecto, se hace preciso acelerar el cambio de paradigma desde la formación al aprendizaje y desde metodologías transmisivas hacia metodologías activas y vinculadas a las necesidades de la práctica profesional.

- El desarrollo de las redes sociales también puede ser un instrumento importante al servicio del conocimiento, abriendo nuevas vías para procesos formativos y de cambio institucional. La promoción de redes, cada vez más globales, nos enfrenta al reto de la diversidad de profesionales, cultural, lingüística, tecnológica y de mezcla de conocimientos múltiples, que exigen explorar nuevas metodologías que apoyen el intercambio internacional e inter-organizacional.

Via juandoming
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Learning Ecologies, Instructional Design, Educational Tech, Learning is Work, Web Tools & APPs
Curated by Edumorfosis
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Commandments of Learning-Continued: Finding the right balance

Commandments of Learning-Continued: Finding the right balance | |
Welcome back to the last of this two piece series on the learning commandments.

In the first piece we discovered how the first five commandments enable us to make the learner responsible for their learning, create an engaging experience by introducing challenge in learning, embed the context by keeping the big picture in mind, ensure safety and continuity in learning by taking people from what they know to what they don’t know and involve the social being through peer learning since teams learn better than individuals. Let us explore the remaining five commandments now.
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What's hot: 9 major Ed Tech rends for 2017

What's hot: 9 major Ed Tech rends for 2017 | |
Figuring out just what will captivate educators from one year to the next is a fickle business. The thing everybody was trying one year is on the way out the next. Other movements seem to have the staying power of cork in a bulletin board — always there, always ready for some new take. So it goes forthis year too.

The use of gaming, flipped learning, banning cell phones and purchasing tablets appear to be waning, while some new movements are definitely waxing. According to the 16 education experts THE Journal conferred with, you'll be hearing a lot more about nine instructional areas in particular: active learning, augmented reality, maker spaces, Next Generation Science Standards, open educational resources, robotics and STEAM, coding and student privacy. Those last two are red hot. Among the nine, only two of those topics surfaced in last year's list too: coding and OER.
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How virtual reality technology is changing the way students learn

How virtual reality technology is changing the way students learn | |
For many years, schools and universities have had to change the way they work and teach in order to fit in with technology.

Software like PowerPoint, for example, which has long been used as an education tool, wasn’t designed for education. Nonetheless, it has been a staple tool in education settings, used as a way to present information in template, bite-size formats.

But this isn’t always a good thing.

The use of digital technologies sees some teachers and students presenting information using templates, which means much of the individual character of teachers’ practices can be lost.

Research shows that software such as PowerPoint can homogenise and sanitise the way teachers present information to their students.

Only more recently are we seeing technology being designed and utilised specifically for education contexts, and it’s changing the way students learn and understand things.
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Data Analytics, Cybersecurity top 2017 Higher Ed tech trends

Data Analytics, Cybersecurity top 2017 Higher Ed tech trends | |
This past year, higher education saw a boost in the use of technologies like predictive analytics, cloud, and augmented and virtual reality — and research indicates that these trends will only continue to rise.

About 41 percent of higher ed IT leaders said their organizations will increase spending on tech in 2017, reports University Business in their trends and predictions report, “Outlook 2017.”

The top three areas of spending include general classroom tech — such as lecture capture and audiovisual equipment, network and data security, and cloud computing and storage. The latter is no surprise as a 2016 MeriTalk survey also found 81 percent of higher ed IT leaders said they will spend more on cloud in the coming year.

In addition to cloud and security, universities will explore data and other innovations in 2017.
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Qué significa ser Analfabeto Digital en 7 puntos

Qué significa ser Analfabeto Digital en 7 puntos | |
Ya van siendo casi dos décadas desde que Marc Prensky acuñara el término de “nativos digitales”. Cuando se encumbró el término no había Facebook, ni Twitter ni Instagram. El universo conocido aún se movía en diferido. 16 años después nos debatimos entre tinta y polémica para comprender el sentido y la sensibilidad de las herramientas que disponemos para incorporar esa dimensión tecnológica en todas las dimensiones de nuestras vidas. A veces, el camino de partida comienza cuando comprendemos el lado oscuro. La No Alfabetización Digital nos sirve de anclaje para definirnos en positivo.
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8 great web tools for creating video lessons

8 great web tools for creating video lessons | |
Video lessons are instructional videos created through a screen casting or video software. The nature of a video lesson differs according to the purpose for which it is created; it can be an explanatory video, a step by step tutorial, a review, a demo, a recorded video presentation and many more. Video lessons are ideal for flipped classroom and can be incorporated in pretty much any learning situation. There is a wide variety of web tools out there that can help you create beautiful video lessons without the need of any advanced video software knowledge. Below are some of our favourite picks that we recommend for teachers interested in creating engaging video lessons.
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8 best practices to create Learner-Centered eLearning courses

8 best practices to create Learner-Centered eLearning courses | |
Learning is different for everyone. Each individual has their own way of processing, absorbing, and assimilating information. But how do you give everyone the eLearning tools and online resources they require? Especially when you're working with an audience of different online learners? Here are 8 best practices for creating learner-centered eLearning courses.

Six key components of Effective Online Instruction

Six key components of Effective Online Instruction | |

I was recently reminded that almost ALL instruction today has an online component. I was speaking with a colleague who decided to tackle what I would consider to be a complex plumbing project at home simply by reviewing online “how to” videos. She had no plumbing experience, and yet she was able to discover the tools and techniques she needed online, learn from experts and solve her problem while gaining real-world experience (all without flooding her kitchen).


In the last 20 years–17 of which I’ve worked at the non-profit The Virtual High School–I’ve seen education, and the ways in which our students gather information, dramatically change. Informal learning has certainly grown by leaps and bounds through the use of online education and online resources in many forms. Our challenge as educators is to leverage our students’ desires and preferences to use online education while advancing their learning. With the flood of information available, what does practical and effective online instruction even look like?


In my experience the best online instruction has the following six key components:

Via Marta Torán, Mark E. Deschaine, PhD, Ines Bieler
feathersyringe's comment, January 17, 10:59 PM
Sharon Berman's curator insight, January 18, 7:19 PM
Here are six tips to being a more effective online facilitator / teacher / mentor.  Very simply explained.!

How technology can address Maslow’s Hierarchy of Needs

How technology can address Maslow’s Hierarchy of Needs | |

A major criticism I have of most educational institutions is that their primary focus is on students’ intellectual and cognitive development.  Too often individual learner’s needs do not enter into the equation of their educations. Maslow’s Hierarchy of Needs is a useful model for educators to use to help insure that they are addressing more of the whole child.

Via Dr Peter Carey, Suvi Salo
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Online Education: Your chance to enhance job skills in today’s world

Online Education: Your chance to enhance job skills in today’s world | |
Traditional education, also known as customary or back to school education, is referred to deep-rooted customs that all previous societies used for traditional teaching in schools. The main aim of customary education is to transmit those abilities, skills, morals, and principles of good to the next generation considering the importance of material and social achievement of society. Traditional education refers to all the basic and educational skills polishing techniques and methods. Traditional education works well for learners of all levels, but has limitations as well. In today’s age, many employees prefer to enroll in courses that are relevant to their fields and would help them enhance their job skills and survive in a rapidly evolving competitive job market. In the case of traditional education, if you want to enroll for some course that is not available in your city, then you would have to move to that city by putting on stake your job. Comparatively, in online education, you can access any course at the ease of your home.
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[PDF] Conferencia Internacional Estado Futuro 2016: Innovación para las personas

[PDF] Conferencia Internacional Estado Futuro 2016: Innovación para las personas | |

El presente documento contiene un compilado de notas sobre los principales temas debatidos en las sesiones de la conferencia internacional Estado Futuro: Innovación para las personas, un encuentro global del sector público, el cual se llevó a cabo los días 30 y 31 de marzo, en el Centro Gabriela Mistral (GAM), en Santiago de Chile. Esta conferencia fue organizada por Laboratorio de Gobierno del Gobierno de Chile y la Organización para la Cooperación y el Desarrollo Económicos (OECD).


La conferencia de dos días estuvo compuesta por una combinación de sesiones plenarias, donde los actores del sector público conocieron sobre investigaciones internacionales y experiencia de primera fuente sobre innovaciones en lo público; sesiones de discusión enfocadas en discutir desafíos de innovación y sus habilitadores; y talleres donde los participantes probaron nuevas herramientas y métodos para resolver problemas públicos.


La notas compiladas en este documento fueron desarrolladas por el equipo del Laboratorio de Gobierno. El proyecto de compilación estuvo a cargo de Nicolás Rebolledo, comisionado por el Observatorio de Innovación para el Sector Público (OPSI) de OECD. Este documento tiene el carácter de borrador y servirá de base para una futura publicación.

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Universidad (educación) y empresa, proceso complejo!

Universidad (educación) y empresa, proceso complejo! | |
Evidentemente no establecemos lo que debería ser normal, que la universidad y el mundo del trabajo fueran lo mismo y que incluso el aprendizaje fuera de la universidad tuviese el mismo reconocimiento que la academia universitaria aun tiene ahora. Si este posicionamiento se lleva a cabo (Educacion Disruptiva-learning is the work), no hará ni falta que las Universidades ( a lo mejor ni existen), se "vendan· al capital, ara en la realidad "solo" sacar dinero y por contra, ni siquiera hacer bien su papel.
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[PDF] Estudiantes y tecnologías. Una visión desde la ‘lente’ de docentes universitarios

[PDF] Estudiantes y tecnologías. Una visión desde la ‘lente’ de docentes universitarios | |

Con frecuencia se escucha decir que los jóvenes de hoy no son como los de antes. Si hay un rasgo que caracteriza a los jóvenes en la actualidad es el hecho de que han nacido en un mundo tecnologizado. La cultura incide, de modo general, en los procesos de construcción de su identidad, y de modo más específico, en la manera en que aprenden. Tomando esta realidad como punto de partida, este artículo presenta resultados de un estudio en el que se entrevistó a un grupo de docentes de una universidad pública argentina con el objetivo de conocer sus visiones acerca del alumno actual, las demandas que perciben que estos estudiantes formulan hacia la enseñanza y las maneras de responder a ellas. Se realizaron 27 entrevistas semi-estructuradas con profesores universitarios. El análisis de los datos siguió un procedimiento cualitativo de construcción de categorías a partir del discurso de los entrevistados. Los hallazgos de la investigación ponen en evidencia que los profesores universitarios entrevistados coinciden, en general, en caracterizar al estudiante universitario de hoy como altamente tecnologizado, con amplias posibilidades de acceder a la información, con capacidad para atender simultáneamente varias tareas pero, sin embargo, con dificultades para las actividades de lectura, escritura y reflexión crítica. Las características mencionadas inducen a los docentes a constantes intentos de renovar sus prácticas en pos de ajustarse al estudiante universitario de hoy.

Edumorfosis's insight:
No podemos mejorar la Educación si tenemos los mismos profesores de siempre dictando clases magistrales a estudiantes que cuentan con formatos de aprendizaje completamente diferentes a los de antes...
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[eBook] Las tecnologías que cambiaron la historia

[eBook] Las tecnologías que cambiaron la historia | |

Este libro hace un riguroso y completo recorrido a lo largo de la historia de las tecnologías de la información y la comunicación y aporta los principales elementos científicos y técnicos que han caracterizado a todo un conjunto de tecnologías y servicios que van desde la telegrafía hasta el mundo digital en el que nos encontramos, y donde el paradigma de Internet juega un papel determinante, en lo que ha venido a llamarse la Sociedad de la Información y el Conocimiento.

El estudio de la evolución tecnológica es también el estudio y entendimiento de nosotros mismos, de quiénes somos, de cómo nos comportamos socialmente y a dónde nos llevan las nuevas formas de comunicarnos, de hacer negocios y de entender el entretenimiento. Se trata de factores que configuran nuestra identidad, no solo como usuarios, sino también como actores y protagonistas principales de esta nueva realidad.

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[PDF] Shaping the Habits of Mind of diverse learners in early childhood teacher education programs throught PowerPoint: An illustrative case

[PDF] Shaping the Habits of Mind of diverse learners in early childhood teacher education programs throught PowerPoint: An illustrative case | |
This study examines the use of PowerPoint as a teaching tool in a workplace-embedded program aimed at bridging immigrant/refugee early childhood educators into post-secondary studies, and how, in the process, it shapes students’ “habits of mind” (Turkle, 2004). The premise of the study is that it is not only the bodies of knowledge shaping teacher education programs which must be interrogated, but also the ways in which instructors and programs choose to represent and impart these understandings to students. The use of PowerPoint to advance an authoritative western, linear, rule-governed form of logic is analyzed based on McLuhan and McLuhan’s (1988) and Adams’ (2006) tetrads. The findings demonstrate that PowerPoint enhances western authoritative ways of being through its modes of communication and representation, means of organizing information, forms of representing content and pedagogical approaches, thus obsolescing or displacing immigrant/refugee students’ own indigenous ways of knowing. Since learning always involves the development, integration, and reorganization of tools, and the medium is an extension of the self (McLuhan, 2003), the students should have multimodal opportunities to engage with and represent knowledge. When such opportunities are not provided, the life experiences and cultural knowledges of immigrant/refugee students are silenced. Expanding communicative and representative forms in early childhood
teacher education programs is necessary to promote a more inclusive environment.
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Virtual Reality technology changing how students learn? Technological developments lead to workplace inequality

Virtual Reality technology changing how students learn? Technological developments lead to workplace inequality | |
Virtual reality technology can now change the way teachers deliver their lessons to students and this could help them better understand what the matter is all about. Amid this new breakthrough in education, another study claims that education can't keep up with technological advances, which could lead to inequality in the workplace.
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Educación y comunicación empoderadas: Una nueva etapa

Educación y comunicación empoderadas: Una nueva etapa | |
Las TIC ocupan un lugar relevante en todos los sectores de la sociedad del siglo XXI. La convergencia tecnológica propicia un entorno instrumental y mediático que puede facilitar los modos de aprender, conocer, convivir y trabajar. A lo largo de la historia de la humanidad, desde el fuego ancestral hasta la nube digital, la tecnología siempre ha producido asombro y fascinación, también miedo y temor.

La tecnología es fascinante y apocalíptica a la vez, pero es necesario superar este viejo debate entre tecnófilos y tecnófobos que abrió U. Eco hace más de medio siglo. Entendemos que el discurso y el modelo de las TIC han quedado obsoletos y necesitan revisión. Por eso proponemos un nuevo acrónimo, no con la idea de aumentar la jungla ya existente de siglas, sino de precisar mejor lo que ocurre entre la naturaleza humana y el entorno tecnológico de la información y de la comunicación. Reclamamos la integración de la R en las TIC, para hablar de TRIC (Tecnologías de la Relación, Información y Comunicación).
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[PDF] Recent flattening in the Higher Education wage premium: Polarization, skill downgrading, or both?

[PDF] Recent flattening in the Higher Education wage premium: Polarization, skill downgrading, or both? | |

Wage gaps between workers with a college or graduate degree and those with only a high school degree rose rapidly in the United States during the 1980s. Since then, the rate of growth in these wage gaps has progressively slowed, and though the gaps remain large, they were essentially unchanged between 2010 and 2015. I assess this flattening over time in higher education wage premiums with reference to two related explanations for changing U.S. employment patterns: (i) a shift away from middle-skilled occupations driven largely by technological change (“polarization”); and (ii) a general weakening in the demand for advanced cognitive skills (“skill downgrading”). Analyses of wage and employment data from the U.S. Current Population Survey suggest that both factors have contributed to the flattening of higher education wage premiums.

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Organizaciones, del desconocimiento a la cooperación!

Organizaciones, del desconocimiento a la cooperación! | |
Mucha gente en los centros están de acuerdo en que las cosas deben cambiar en los mismos, tanto a nivel de organizaciones como tales, como en los procesos de aprendizaje, es más, en lo que se entiende por educación, que es el fondo de todas las cosas. Entonces la pregunta surge sola ¿por qué no se hacen? Y ahora falta el resto de la sociedad que algunos piensan que no están en lo que llamamos "educación", error, por supuesto, toda la sociedad esta en perpetuo estado de formación, aunque algunos no lo piensan o no lo quieran, pero es así. No se forma mas el que va a una escuela a una universidad, o el que no asiste, todos se forman, de diferentes maneras, por supuesto, a cual más importante, pero todos y todas, afortunadamente.
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[PDF] Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network

[PDF] Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network | |
This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and
nomadic learner behavior in a particular cMOOC, #rhizo15, facilitated for 6 weeks by Dave Cormier. It further focuses on what we can learn by observing Twitter interactions particularly. As an explanatory mixed research design, Social Network Analysis and content analysis were employed for the purposes of the research. SNA is used at the macro, meso and micro levels, and content analysis of one week of the MOOC was conducted using the Community of Inquiry framework. The macro level analysis demonstrates that communities in a rhizomatic connectivist networks have chaotic relationships with other communities in different dimensions (clarified by use of hashtags of concurrent, past and future events). A key finding atthe meso level was that as #rhizo15 progressed and number of active participants decreased, interaction increased in overall network. The micro level analysis further reveals that, though completely online, the nature of open online ecosystems are very convenient to facilitate the formation of community. The content analysis of week 3 tweets demonstrated that cognitive presence was themost frequently observed, while teaching presence (teaching behaviors of both facilitator and participants) was the lowest. This research recognizes the limitations of looking only at Twitter when #rhizo15 conversations occurred over multiple platforms frequented by overlapping but not identical groups ofpeople. However, it provides a valuable partial perspective at the macro meso and micro levels that contribute to our understanding of community-building in cMOOCs.

¿Cómo se determina el qué, cómo y cuándo evaluar?

¿Cómo se determina el qué, cómo y cuándo evaluar? | |

El concepto de evaluación en la educación tiende a ser confuso. En inglés existe un término diferente para la evaluación dentro de un curso: “assessment“; pero en español no tenemos tal distinción. Trataremos de aclarar un poco el término dependiendo de su aplicación.

Via Net-Learning
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How to create experiences and scale environments that change lives

How to create experiences and scale environments that change lives | |
Dan Leeser enjoys the creative work of designing his own projects. In the fall, his students at Franklin Cougar New Tech in El Paso created graphic novels that combined Greek myths with Asian culture–an interesting thought experiment that encouraged students to consider the role of myth in society in the past and the present. Interesting projects keep student and teacher engagement high.

“This environment is vastly different from my last school,” said Dan. He said it required some comfort with risk and ambiguity. He appreciates that campus and district administration are comfortable with lesson experimentation.

Dan’s colleague Sarah Dominguez teaches math. Like many teachers in the New Tech Network, she uses a hybrid of existing, adapted and self-created lessons. She appreciates the quick tutorials that keep project teams moving. New Tech teachers like Dan and Sarah benefit from startup support, on-site coaching, online resources and an annual conference.

Sarah and Dan are co-founders of a new academy that is part of a platform network: a group of schools that share learning goals, an approach to learning, common tools and systems, and an adult learning community where improvement thrives.

New Tech Network is one of the largest and best examples of a platform network. It is a network of voluntary associations including partnerships with 118 public school districts in 29 states. With its focus on project-based learning, it is one of the best examples of co-creation on a common platform.

Other voluntary networks of like-minded schools include the 716 NAF career academies, more than 150 Expeditionary Learning schools and more than 50 Big Picture Learning schools.
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Transforming the Teacher: From speaker to Digital Guide

Transforming the Teacher: From speaker to Digital Guide | |
Much has been said about transforming the teacher: From a conceptual point of view, teachers stop being the ones giving knowledge in a masterful lecture in the classroom, and they become the guides to their students in an active learning process.
Bonnie Bracey Sutton's curator insight, January 17, 8:03 AM
It is a myth that all teachers were speakers. We always had teachers who allowed students to be learning guides.!

eLearning Localization: The global phenomenon of eLearning courses

eLearning Localization: The global phenomenon of eLearning courses | |
The internet has opened up a whole world of possibility where business is concerned, and eCommerce is the key to any successful business enterprise. The rise of online business has created many new and exciting industries, not least of which is eLearning. The rise of eLearning has naturally led to a boom in eLearning localization services, but it is the global appeal of eLearning that is making localization not only possible, but highly relevant.
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The five Commandments of Learning: Where it all begins!

The five Commandments of Learning: Where it all begins! | |
To explore what are called the ‘commandments of learning’, there may be some views that learning cannot be restricted within certain commandments. But this is a perspective based on experience and insights on the lines of true north principles of living that are likelier to hold true when facing the test of time. We will also see how these commandments weave right through the initial phase of conceptualization till the delivery and beyond.
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