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Cómo utilizar la psicología del color en el diseño de cursos eLearning

Cómo utilizar la psicología del color en el diseño de cursos eLearning | Edumorfosis.it | Scoop.it

Algunas investigaciones han encontrado que el 80% de la información procesada por el cerebro del usuario en Internet proviene de la vista mientras que otros estudios han descubierto que las personas son excepcionalmente sensibles a las señales visuales cuando están aprendiendo. Estos dos datos sugieren que el factor visual es clave en el eLearning y que la apropiada aplicación de técnicas graficas podría mejorar la adquisición del conocimiento.


Una manera de utilizar el potencial de los elementos visuales es a través del uso del color. Los colores son poderosos desencadenantes psicológicos que ayudan a los usuarios a aprender mejor al cambiar su percepción y evocar sentimientos. Sin embargo, también es importante recordar que el uso excesivo del color conduce a la sobrecarga cognitiva y se torna contraproducente. Por tanto, es necesario encontrar el equilibrio adecuado.


En este post verá algunas maneras en que los desarrolladores de eLearning pueden usar la psicología del color en el diseño de cursos, considerando sus efectos fisiológicos y psicológicos.

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[PDF] Instructional Design in Higher Education

[PDF] Instructional Design in Higher Education | Edumorfosis.it | Scoop.it
Learning — to some it is the sound of chalk on blackboards, the search through stacks of scribbled notes, and backpacks full of heavy textbooks. For others with a less traditional lens, learning is the summoning of professors with a click of a mouse, assignments no longer living on paper, but in a cloud, and the ‘classroom’ being everywhere. Education has changed considerably in recent years and we don’t expect it to slow down anytime soon. Because of the advancement of technology, institutions are able to reach more students than ever with the help of quality and accessible online courses. ‘eLearning’, ‘distance education’, ‘blended learning’, ‘online campuses,’ and other related programs have grown more prominent in higher education institutions. According to NCES data, there were 5.5 million students enrolled in distance education courses at degree-granting postsecondary institutions in fall of 2013.
 
There are many technologies flooding the market that help foster innovative teaching and learning. These tools, such as learning management systems, lecture capture systems, simulation creators, authoring, and video and audio tools, have flooded into the classrooms and lecture halls of higher education. However, the inference that these innovative tools aid learning should not be immediately assumed. With faculties’ full work load, learning and implementing new and often complex tools to improve their online pedagogy isn’t a priority. In fact, as the needs and tools of institutions have evolved, instructional designers have positioned themselves as pivotal players in the design and delivery of learning experiences. Instructional designers exist to bridge the gap between faculty instruction and student online learning. But who, exactly, are instructional designers? What do they do? Where do they fit in higher education?
 
In connection with the Next Generation Courseware Challenge from the Bill & Melinda Gates Foundation, we set out to find answers to these questions to help technology providers and institutions gain a better understanding about how instructional designers are utilized and their potential impact on student success.
 
In this report, we highlight the opinions instructional designers have of their backgrounds, experiences, and roles. We hope it lends a voice to their breadth of backgrounds, responsibilities, and viewpoints. This report, and the accompanying recommendations for change, can help you gain new insight and empathy for the potential of instructional design to accelerate effective innovation in higher education.
 
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How Video Conferencing can improve Education

How Video Conferencing can improve Education | Edumorfosis.it | Scoop.it
Over the decades, rapid advances in technology have been an incredible boon within multiple industries and disciplines. With most of our days lived through our mobile devices and many work, medical, educational, and social functions carried out via the internet, it only makes sense that these technologies would continue to evolve to meet the ever growing demands for newer, better, and faster ways of connecting to others and sharing our ideas.

When it comes to the realm of teaching and learning, technology is of course of the utmost importance when it comes to connecting classes around the world and helping them expand their knowledge. With unified communications, live video conferencing, and software like Blue Jeans offering online screen sharing, almost anything seems possible in today’s classrooms.

Here’s a look at some of the main benefits and possibilities of online communication tools in educational institutions.
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Practice makes perfect: 6 tips to improve Knowledge Retention in eLearning

Practice makes perfect: 6 tips to improve Knowledge Retention in eLearning | Edumorfosis.it | Scoop.it
Repetition is one of the most powerful mental processes, as it tells your brain that this particular action, idea, or task is worth remembering. After applying specific knowledge so many times, it gradually makes its way from your short-term memory to the long-term memory vault. However, even items that are safely locked away can be forgotten if they aren't put into practice regularly. Slowly but surely the mental schema begins to break, and new information replaces the old. Reviewing, Recapping, and Refreshing are the three R's that every eLearning professional should consider, and these 6 tips will help you apply them in your eLearning course design.
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Adapting to Adaptive Learning

Adapting to Adaptive Learning | Edumorfosis.it | Scoop.it
From the 1970s to 1980s “integrated learning systems” were developed that deployed complex and hidden algorithms to determine an individual student’s path through a given set of materials. This type of complex adaptivity today is found in research-based, specialist programs such as DreamBox (Math) or Carnegie Math where the program adapts the sequence and material presented based on analysis of specific learning style and a deep, complex and iterative analysis of a student’s understanding of a mathematical concept. Complex adaptivity is also seen in programs such as Knewton which adapts and personalizes its presentation of material based on its system’s cumulative experience of student responses and errors.

Outside of these specialist developments, the challenge today for any developers of instructional content is whether and how to add some level of adaptivity to their programs or courses, in order to better “personalize” or tailor instruction to a student’s needs. At its simplest level this adaptivity is often referred to as branching technology, where a student’s actions and responses in a task can be calibrated to determine the level and scope of the next activity. In this discussion, I would like to outline some of the issues involved in creating this simple type of adaptivity and describe a set of tools that is available to authors and publishers to create such adaptive content. I will present some descriptions and examples of adaptive resources to illustrate how they work and then introduce one new, simplified approach to building adaptive learning content.
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Educación y Personalización

Educación y Personalización | Edumorfosis.it | Scoop.it
La personalización es, sin duda, una palabra de moda. No hay actividad, servicio o producto que no reclame hoy su cuota de personalización. En el ámbito de la educación, además de estar de moda, es importante. Parece impensable hablar de educación y no hacerlo de personalización. Ministros, políticos, profesores, académicos, expertos, empresarios y emprendedores, no estoy tan seguro sobre los alumnos, reclaman como suyo el discurso de la personalización.

Pero ¿qué entendemos por aprendizaje personalizado?. ¿Es lo mismo aprendizaje personalizado que enseñanza personalizada o que educación personalizada? ¿Es posible una educación personalizada en el marco de la educación obligatoria? ¿Es posible una educación que garantice la igualdad y sea personalizada al mismo tiempo? ¿Es compatible la personalización con el aumento de las ratios alumnos/profesor?

¿Cuál es la relación entre eficiencia y personalización? ¿De quién es hoy la agenda de la personalización? ¿A quién beneficia? ¿Qué papel desempeña en esto la tecnología? ¿Apostar por la personalización nos pone en suerte de las empresas tecnológicas? ¿O en manos de los adláteres del Big Data?

¿Es la personalización una tarea individual o una empresa colectiva? ¿Es lo mismo personal que individual? ¿y aprendizaje personalizado que aprendizaje individualizado? ¿Se puede aprender sin otros? ¿Cuál es la relación entre personalización y diversidad? ¿Nos lleva la personalización en brazos de la desescolarización? o, por el contrario, ¿en la Era de la personalización necesitamos más que nunca de la Escuela?.
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[PDF] Why universities are so important to economic success

[PDF] Why universities are so important to economic success | Edumorfosis.it | Scoop.it

When innovation plays such a major role in the financial success of a country, it stands to reason that the better your universities, the better a nations economy is likely to be. A number of studies recently have explored the various factors that go into making a nation innovative, and the strength of their universities were undoubtedly important. This was confirmed by a recent paper from a team of LSE academics, who trawled through data from UNESCO’s World Higher Education Database to plot the location of over 15,000 universities around the world over a 60 year period.

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[PDF] Tendencias emergentes en educación

[PDF] Tendencias emergentes en educación | Edumorfosis.it | Scoop.it
La Asociación de Colegios Privados e Independientes (CICAE), en conjunto con Madrid Foro Empresarial y a su vez el apoyo de la Universidad Camilo José Cela, presentaron un nuevo informe sobre educación denominado " Nuevas tendencias en Educación". El estudio fue realizado por el Observatorio de Tendencias de Coolhunting Community.
 
El propósito del trabajo es determinar las novedades en educación que garantizan el éxito académico. El acompañamiento a los alumnos, además de la incentivación serán los pilares en la enseñanza. Aquí te presentamos las 10 tendencias emergentes en educación.
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[Infographic] 10 Social Media skills for every modern teacher

[Infographic] 10 Social Media skills for every modern teacher | Edumorfosis.it | Scoop.it
Social media skills have an increasingly useful presence in modern classrooms. Teachers and students alike use them to connect and to expand learning. Social media doesn’t have to be a distraction. It can be a powerful learning tool if used properly. This begins with our most powerful classroom tool. That, of course, is a knowledgeable teacher.

A teacher who knows about social media is a boon to the modern classroom. It’s about more than just “keeping up.” A firm grasp of social media can strengthen the teacher-student connection. It can bridge a generational gap that can make teaching a challenge. Bringing social media to the classroom can also increase accessibility for children from lower income families. Being connected at school, everyone has the same opportunities with the same tools.

Social media also has applications to personal and professional development. Teachers can use it to find learning and development opportunities of their own. Twitter and LinkedIn are perfect examples of this.
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Why Edcamp is the future of PD

Why Edcamp is the future of PD | Edumorfosis.it | Scoop.it

As more and more teachers attend Edcamps, it has become impossible to ignore the impact that this kind of professional development has on teaching and learning, and the empowering and reenergizing quality that it has for educators.

 

The most important elements of an Edcamp are:

  • It's free.
  • It's noncommercial (no vendor booths or sales pitches).
  • The session board is created and built by the participants on the day of the event
  • Attendees apply "the rule of two feet" when a session doesn't fit their needs.
  • Anyone can be a presenter.
  • Anyone can attend.
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[PDF] Seis principios de Aprendizaje por Proyectos

[PDF] Seis principios de Aprendizaje por Proyectos | Edumorfosis.it | Scoop.it

18 preguntas que guían al docente en la elaboración de un proyecto de clase que ayude a cumplir objetivos de aprendizaje específicos. Agrupadas en torno a los siguientes principios: Autenticidad, rigor académico, aplicación del aprendizaje, exploración activa, interacción con adultos y evaluación.

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7 characteristics of great Professional Development

7 characteristics of great Professional Development | Edumorfosis.it | Scoop.it
As the end of the school year draws to a close, administrators start pulling together their PD plans for the summer in preparation for the next year. Meanwhile, teachers sit anxiously by with the dread that can only come with the anticipation of the dreaded PD days that their contract says they must attend. It’s not that teachers don’t want to grow and improve their craft. They do, and they find it refreshingly professionalizing when they get to. It’s just that this ain’t their first rodeo. They’ve been made to sit through pointless professional development in the past and they lament that they’re thinking “how long will this last and what will I have to turn in…and when is lunch?” as they trudge toward the library down the hallway that so obviously lacks the normal student energy they’ve used as fuel for the past 9 months. But it doesn’t have to be like that. In fact, if we do things well, teachers are likely to come away from their professional development energized and excited.
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16 skills students need to learn today to thrive tomorrow

16 skills students need to learn today to thrive tomorrow | Edumorfosis.it | Scoop.it
The gap between the skills people learn and the skills people need is becoming more obvious, as traditional learning falls short of equipping students with the knowledge they need to thrive, according to the World Economic Forum report New Vision for Education: Fostering Social and Emotional Learning Through Technology.

Today's job candidates must be able to collaborate, communicate and solve problems – skills developed mainly through social and emotional learning (SEL). Combined with traditional skills, this social and emotional proficiency will equip students to succeed in the evolving digital economy.
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¿Qué es el Aprendizaje Basado en Competencias?

¿Qué es el Aprendizaje Basado en Competencias? | Edumorfosis.it | Scoop.it
El aprendizaje basado en competencias es un enfoque de la educación que se centra en la demostración de los resultados de aprendizaje deseados como el centro del proceso de aprendizaje del estudiante. Se refiere principalmente a la progresión del estudiante a través de planes de estudio a su propio ritmo, profundidad, etc. Como han demostrado las competencias, los estudiantes continúan progresando.

Como la mayoría de las cosas relacionadas con la educación, existe un desacuerdo de lo que el aprendizaje basado en la competencia significa en realidad, cuáles son sus rasgos definitorios , y la forma en que idealmente se debe utilizar o cuál es sufunción. Se cree tradicionalmente en términos de habilidades y vocación, pero puede ser completamente “académica” también.
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[PDF] Learning Insights: Finding true north in a digital blizzard

[PDF] Learning Insights: Finding true north in a digital blizzard | Edumorfosis.it | Scoop.it
"Searching for true north in a digital blizzard” was how one persondescribed trying to find the best way to deliver workplace learning. It is easy to be side-tracked by technology and overwhelmed by the alternatives (and the noise surrounding those options). Certainly, many of our interviewees mentioned the same issues that have come up in previous reports, which in turn raises the questions, ‘why aren’t we getting on with these issues?’ and ‘what can we do to change that?’ However, there is a clear determination in the minds of many of our participants to focus on business needs and use them as a key factor in deciding future approaches. Face-to face training is clearly still with us and, if anything, seems to have found a crucial new place at the heart of blends that are often primarily digitally delivered. So, it feels like we have lost none of the core tools in the L&D armoury but have gained many more.
 
In the last 10 years, the biggest change has been the ubiquity of the web and all our changing habits and behaviours involving technology. University research in the UK suggests we check our smartphones on average 85 times each day, with more than half of this usage lasting only around 30 seconds. This adds up to several hours of smartphone use each day. Most, of course, is purely social (including listening to music, web browsing and using apps) but many of our interviewees felt the effect of our relationship with technology and the expectations of people at work should not be underestimated. Learners now expect instant, easily available learning. content that’s quick to go through, is bang up to date, and looks and feels as good as the games they play and the websites they browse. So, no pressure there then! No wonder there’s some anxiety within the L&D community about the need to catch up, to keep up, or stay ahead of the game.
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Personalizar el Social Learning

Personalizar el Social Learning | Edumorfosis.it | Scoop.it
Realmente los docentes están encontrando cada vez más dificultades ya no solo por tutorizar a los aprendices, ya que cada vez estos encuentran más información, recursos, otros expertos…en la red y se están convenciendo que esto es mucho mejor que la educación clásica con los “argumentos” de siempre. Por tanto, los aprendices están cuestionando la educación clásica, porque están aprendiendo a decidir que materiales, personas,…son adecuados para que ellos puedan realizar sus aprendizajes.
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Enseñar no es transferir conocimiento. Crear es comprender

Enseñar no es transferir conocimiento. Crear es comprender | Edumorfosis.it | Scoop.it

“Enseñar no es transferir conocimiento, sino crear las posibilidades para su propia producción o construcción”, escribió Paulo Freire en 1996 en su libro Pedagogía de la Autonomía.
Muchos años antes, John Dewey había dicho que preparar a los alumnos para la vida futura consistía sobre todo en proporcionarles el dominio sobre sí mismos y que “el pensamiento se origina y desarrolla en las necesidades y en las demandas de la vida práctica”. Desarrollar la autonomía del alumno y vincular el aprendizaje a la vida son dos de las claves de la pedagogía de Dewey quien siempre defendió que la mejor manera de aprender es haciendo, que aprendemos haciendo, o mejor, que aprendemos haciendo y reflexionando sobre lo que hemos hecho.


Via Angel Vicentín
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Periscope y sus usos didácticos

Periscope y sus usos didácticos | Edumorfosis.it | Scoop.it
Ya Dani Porras nos contó en su post “¿Por qué triunfa el vídeo en eLearning?” que “la especie humana se guía por la vista y nuestra vida transcurre en plano-secuencia. Por eso, para cuestiones formativas integramos mejor la imagen. Y nos presentaba las siguientes ventajas del vídeo:

Contenido enriquecido. Resulta un aporte de contenido inigualable.
Audiovisual. Bien implementado cualquier video puede convertirse en una auténtica experiencia sensorial.
Dinámico. Lo dinámico capta más la atención y se retiene más, por lo que es perfecto para la docencia
Abierto y flexible. Puede ser usado de mil maneras, como hemos visto antes en la lista de tipos de video contenidos.
Ideal para creativos. Ofrece innumerables posibilidades y resulta muy atractivo tanto en el proceso de creación como de visionado.
Viral. Hoy en día hay muchas formas de compartirlos y se difunden fácilmente por las redes sociales.
Significativo. En dosis pequeñas, el video tiene un potencial ilimitado para captar la atención, enganchar y transmitir contenidos y/o sentimientos.
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3 fun examples of Technology-Based Assessement

3 fun examples of Technology-Based Assessement | Edumorfosis.it | Scoop.it
The availability of tools like Kahoot, Quizizz and Quizlet, have enhanced the variety of assessments that teachers can create and use in the classroom. Assessments are an area where you could devote a lot of time trying to find the perfect assessment that would enable all students to have an equal opportunity to show what they know and can do with the material. I’ve mentioned a few of these tools to give you an idea of some of the options available and how teachers can use the data provided to learn about what the students need and to guide their next steps. These are still great tools to use, and recently, they have each added additional features which really engage students, open up new, creative possibilities for students to practice their skills both in and outside of the classroom.
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4 key components for developing online training standards

4 key components for developing online training standards | Edumorfosis.it | Scoop.it
Online training standards help organizations to create a cohesive online training program that focuses on what employees need to know and how their progress will be evaluated. Online training standards heavily rely on factors such as the stage of employment, the job position, or departmental needs. This article features 4 core elements that effective online training standards should possess.
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Technology in the eLearning space: 4 evolving eLearning trends

Technology in the eLearning space: 4 evolving eLearning trends | Edumorfosis.it | Scoop.it
In the 21st century, information is available everywhere; constantly evolving and adapting to the changes in this digital-driven world. With the introduction of technology into all aspects of life, including learning, the best way to access the most current information is eLearning. eLearning is the easiest way to communicate information, old and new, to large groups of people. Here are 4 of the most popular eLearning trends for this year.
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Stewart-Marshall's curator insight, April 29, 10:03 AM
Mobility and connectivity, Big Data, gamification, and video-based training are just 4 of the most popular eLearning trends for 2016. This article takes an analytical look at each one of them.
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What is Responsive eLearning?

What is Responsive eLearning? | Edumorfosis.it | Scoop.it
Responsive eLearning is eLearning designed and build in a way that it works well on all sorts of devices by responding to the screen size of the device on that it is being viewed. It does so through user agents and media queries. Critical to note is that the idea of responsive eLearning is to ensure that the content is presented in the most user friendly way on all target devices. To achieve that, the content needs to be restructured and laid out differently on the screen.
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Place-Based Learning: Connecting kids to their community

Place-Based Learning: Connecting kids to their community | Edumorfosis.it | Scoop.it
Place-based learning engages students in their community, including their physical environment, local culture, history, or people. With place-based learning, students get to see the results of their work in their community. They build communication and inquiry skills, learn how to interact with any environment, and gain a better understanding of themselves, as well as their place in the world.

"Finding that inspiration in your community is key in engaging your students and exciting them about learning," says Michael Becker, a Hood River Middle School teacher and the director of the Food and Conservation Science (FACS) program.
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[PDF] New Vision for Education: Fostering Social and Emotional Learning through Technology

[PDF] New Vision for Education: Fostering Social and Emotional Learning through Technology | Edumorfosis.it | Scoop.it
The New Vision for Education project examines the role that technology can potentially play to improve education for the future. In phase II, we investigated innovative ways to help students develop competencies* and character qualities** broadly defined as social emotional skills, which are critical components of 21st century skill framework but not a core focus in today’s curriculum.
 
Can technology effectively facilitate the development of competencies and character qualities, in addition to cognitive skills? If yes, what are the opportunities to capture to make it happen? What are the immediate, mid-term, and long-term barriers to remove? How can multistakeholders work together to create a roadmap for this vision?
 
In seeking answers to these questions, the report assembles a list of 55 research-based digital product features that are highly correlated with the ten competencies and character qualities and identifies five nascent technology trends – wearable devices, leading-edge apps, virtual reality, advanced analytics and machine learning, and affective computing – that extend ways of fostering social emotional learning (SEL) and also offer potential for exciting new learning strategies. The report concludes with recommendations to each stakeholder on actions to advance SEL and SEL technology adoption.
 
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Andrés E. Henao's curator insight, April 27, 10:44 PM
On the side of the branched article ''What are the 21st-century skills every student needs?'', the current resume outlines an issue that is impossible to leave aside in nowaday's e-learning spread. Essentially, virtuality seems to replicate a world where an excess amount of needs constantly stress progression while disregarding the menace of a possible senseless or sterile community whose socia emotionall awareness may be already degrading.
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Key Mobile Learning trends for 2016

Key Mobile Learning trends for 2016 | Edumorfosis.it | Scoop.it
A few decades ago, the ‘web’ and ‘surf’ were the popular, fanciful, and yet revolutionary terms that we all loved to drop in our conversations and writings. Now, our communication media is witnessing the reign of the “cloud” and the “mobile”. The year 2016 too will see a lot of these two terms and its countless derivatives. One such notable encroachment of the term “mobile” is in eLearning. It’s called mobile learning or mLearning. The term mLearning is easily understood as any kind of learning or “any educational provision where the sole or dominant technologies are handheld or palmtop devices”. In other words, mLearning is eLearning where personal devices with portable technologies are put to use especially the smartphones or tablets. This further implies that the learners whether students or employees can access their learning or training content from anywhere.
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