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Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje

Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje | Edumorfosis.it | Scoop.it

En el nacimiento de la Sociedad del Conocimiento hemos asistido a distintas crisis: La de las finanzas, la de los medios de comunicación, la del entretenimiento. En todas ellas concurren las circunstancias de que el sector afectado se ha visto transformado desde la situación anterior a la situación posterior en sus aspectos más básicos, el soporte material, las operaciones que se producen y los actores implicados, con sus roles, han cambiado sustancialmente en función de cómo se representa y cómo se procesa el conocimiento, de las operaciones que se pueden realizar y de cómo estas afectan a la actividad, generando un nuevo conocimiento y unas nuevas posibilidades. La producción, los servicios y los propios procesos que se utilizan son más eficientes y más singularizados. Pero a estos hechos y a estas posibilidades con ser potentes no se añaden factores relevantes de la crisis más allá de lo que los mismos cambios originan. Esto es así incluso para la Educación en general. En este caso como en los otros citados, aun siendo transcendentes los cambios que se producen y que constituyen la crisis, son provocados por los procesos propios de la sociedad del conocimiento, por sí mismos o interactuando con otros. Así hablamos de un nuevo paradigma educativo donde cambia una educación basada en estándares (unidad de lugar, situación, edad) por otra basada en logros individuales, porque la tecnología permite un tratamiento personalizado y una potente analítica de la información que se puede aplicar a/en los procesos de enseñanza y de aprendizaje.


Via Miguel Zapata-Ros
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Miguel Zapata-Ros's curator insight, August 14, 2014 2:13 PM

Con esto no estamos diciendo que estos procesos sean inevitables. Según la teoría de Christensen (2012 y 2013) hay un núcleo extensible (la parte del sistema que no aumenta el costo con la extensión) y la parte no extensible, en la que el coste es función de la extensión (ahí es donde reside el valor propio del servicio o del negocio). En este trabajo hacemos énfasis en que se trata de determinar y de cuidar la parte de nuestro sistema que no es extensible, la que constituye el valor genuino. Y concluiremos afirmando que las instituciones tendrán que responder a esta supuesta democratización de la educación con una apuesta mayor. Eso significa incorporar eficiente y rigurosamente teorías pedagógicas que han estado probadas en otros entornos pero que deben desarrollarse y tienen mucho que decir, aunque sea distinto, en estos ámbitos.

Alfredo Corell's curator insight, August 15, 2014 2:09 PM

Adelanto de una nueva aportación del Prof. Miguel Zapata-Ros

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Teachers, are you doing content curation the right way?

Teachers, are you doing content curation the right way? | Edumorfosis.it | Scoop.it
Content curation comes from bloggers and online publishers when they collect links, share brief extracts from the content, add their own commentary and publish everything in a blog post. I especially like this quote by Stephanie Buck “A curator ingests, analyzes and contextualizes web content and information of a particular nature onto a platform or into a format we can understand.” We could use the same philosophy when creating lessons using existing content. Let’s have a look at a simple example below, showing content curation by using a Learning map. Learning map is a perfect tool for creating interactive lessons with existing digital content.
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Learning as Work or Play

Learning as Work or Play | Edumorfosis.it | Scoop.it
I’ve learned so much more outside of school than in it. For every book that I’ve read for a school assignment over the years, I’ve likely read 20 outside of school. I’ve conducted more interviews, written more, observed more, experienced more, and learned more. I’ve also surfaced far more insights outside of school than inside it. They’ve led to meeting and connecting with fascinating people; changing my beliefs, behaviors and convictions more than anything that happened amid my formative or higher education experiences. I’ve also enjoyed these activities immensely. I’ve lost track of time on late Friday nights. They’ve driven me to travel thousands of miles for a single conversation or a few hours of a new experience. They’ve left me falling asleep at night with a sense of accomplishment and joy about a life of discovery and learning. They’ve also kept me from falling asleep, wanting to write or read just one more page, wildly scribbling out a new idea, chatting with a new friend, or dreaming of the possibilities. I had some wonderful experiences in formal schooling as well, but they just don’t compare to what I’ve learned beyond the walls of those buildings. Why?
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[Infographic] Teaching with Technology

[Infographic] Teaching with Technology | Edumorfosis.it | Scoop.it

Education has evolved from a pen, paper and textbook affair to using iPads, online resources and even mobile apps in the classroom. If you are aiming for a career in education, being able to utilize technology effectively is a crucial skill that you will have to be able to demonstrate. The Teaching with Technology Infographic highlights how many aspiring teachers don’t have the technology skills that principals and school administrators want to begin incorporating into their classrooms.

In the current job market, principals are demanding that prospective teachers have a wide variety of digital and technical skills, including:

Ability to use digital media
Identify quality digital content for class
Incorporating student owned devices into learning
Using social media in class, and
Teaching an online class

While many teachers are still working on developing those skills, they’re open to using technology to teach. In fact, 68% of all teachers want more classroom technology, and respondents from low-income schools are even more in favor of classroom technology, with 75% of teachers wanting more. Teachers also recognize that online gaming is a popular method of connecting with students, and nearly half of all teachers say they give their students access to web-based educational games or activities. Similarly, 43% of teachers use online video, images, and articles to supplement their lessons, 65% of teachers agree that technology lets them show students information in a unique way.

Teachers new to using technology in the classroom may be overwhelmed at the amount of available options or may not know which tools are effective and which tools are just a distraction. Use these four steps from MNU’s Mike Ramirez to get started:

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5 steps to building a business eLearning strategy

5 steps to building a business eLearning strategy | Edumorfosis.it | Scoop.it
One of the most effective initiatives to improve a company’s performance is training. During the last few years, eLearning has become an increasingly popular component of enterprise training strategies. Since every corporate goal requires specific knowledge and skills, eLearning materials can be easily designed to impact and develop specific qualifications in a workforce.
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[Infographic] Boosting learner engagement with rich media

[Infographic] Boosting learner engagement with rich media | Edumorfosis.it | Scoop.it

The Boosting Learner Engagement with Rich Media Infographic shows how incorporating rich media can boost learner engagement and information retention. Our brains are hardwired to process visuals very quickly, and many people respond better to text with visual information rather than text alone. Using visual aids improves recall and learning.


Rich media also drives engagement on social media, with Facebook seeing a 65 percent increase in engagement on visual content after the introduction of timeline for brands. Business people love rich media, with a majority of senior executives preferring to watch video over reading text. And many business people are seeking out business-related videos on YouTube. Rich media also helps publishers grow traffic.


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Digital Transformation of Knowledge Work

Digital Transformation of Knowledge Work | Edumorfosis.it | Scoop.it

In the 21st century, a critical factor in business success will not just be how efficient organizations are, but also how intelligent they are. The new culture of cross-country cooperation and “hyper-specialization” based on scalable learning platforms allows you and your organization to be more productive, effective, and intelligent.


Consider how much more finely work can be diced when it produces intangible, knowledge-based goods and the information involved can be transported anywhere in the world nearly instantaneously and at almost no cost: the “Division of Knowledge” as driver of productivity and intelligence has arrived.



Via A.Busetti, Torsten Fell, Fred Zimny, juandoming
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Sharing: A responsibility of the Modern Educator

Sharing: A responsibility of the Modern Educator | Edumorfosis.it | Scoop.it

The educator becomes a connected educator and through sharing, is an active participant and contributor to the connected educator movement.

Being a connected educator means connecting with other teachers to exchange ideas, improve your teaching practice, and in turn, make a change in education. It is only through being connected that we can collaborate and help to foster learning for the 21st century and beyond. (Being a Connected Educator)

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7 effective ways to use iPad in your teaching

7 effective ways to use iPad in your teaching | Edumorfosis.it | Scoop.it
You have probably already used iPad on your lessons before, and you know that children love everything connected with modern technology. In this article, we will go through 7 interesting and fun ways to use iPad in your classroom. Let’s see what we have.
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Democratizing distribution

Democratizing distribution | Edumorfosis.it | Scoop.it
The job was the way we redistributed wealth and protected workers from the negative aspects of capitalism. As the knowledge economy disappears, we need to re-think our concepts of work, income, employment, and most importantly education. If we do not find ways to help citizens lead productive lives, our society will face destabilization. This is a challenge for government, as our institutions are premised on many assumptions that are no longer valid. Changing the worldview of politicians, public servants, and citizens will be a key part of addressing the issue of wealth redistribution. Old mental models will not help us much.
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Learning Theories in eLearning (Part I)

Learning Theories in eLearning (Part I) | Edumorfosis.it | Scoop.it
From our childhood to the life where we earn and stabilize, we keep learning. Learning is a process which brings a relative change in the behavior which is permanent. Our perspective changes as we use what we learn, and this is namely the change which we adapt. Indeed, there are many other definitions of learning like gaining knowledge through studies and so on.

In eLearning, we have a few theories which help us understand the process of learning clearly. By blending learning theories with technology, it is easy to make online courses effective. There are many paradigms of learning, but in this blog I am going to discuss three learning theories viz. Behaviorism, Cognitivism, and Constructivism.
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The changing role of the teacher in Personalized Learning Environment

The changing role of the teacher in Personalized Learning Environment | Edumorfosis.it | Scoop.it
oday’s students are studying and learning differently – a change confirmed by the widespread adoption of digital studying. Our recent study found that 81% of college students use mobile devices (such as smartphones and tablets) to study, the second most popular device category behind laptops and up 40 percent in usage since 2013.

Further, research validates the use of mobile technology in education. In fact, our same study found that 77% of college students feel the use of adaptive technology helped them improve their grades. As education technology proliferates, research supports the notion that overall student achievement will improve as students gain the ability to learn at their own pace with a variety of teaching styles and formats available to them.

Our research on college students presents many technology implications for districts as they prepare students to succeed in their collegiate careers – where technology is confirmed to play an integral role. As the growth of mobile technology in studying is anticipated to continue, schools, districts, and institutions need to strategize how to adapt their infrastructure, while teachers will want to consider ways to incorporate mobile learning into their curriculum.

Technologically-based tools provide opportunities for students to learn both in and out of the classroom. The use of technological innovations such as cloud computing, mobile learning, bring‐your‐own‐device (BYOD) policies, learning analytics, open content, and remote or virtual laboratories provide flexibility in the personalization of learning, while also expanding learning capabilities beyond the classroom walls.
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Diferencias entre Evaluación Formativa y Sumativa

Diferencias entre Evaluación Formativa y Sumativa | Edumorfosis.it | Scoop.it
Hace poco una colega me comentaba que algunos profesores de su centro “ponían muchos exámenes“, le pregunté si en realidad eso era cierto o lo que si había en su centro eran muchas actividades de “evaluación”…creo que los matices son muy importantes. Las evaluaciones son una parte habitual del proceso de aprendizaje, independientemente de la materia o nivel en el que estemos trabajando. Las diseñamos “en todas las formas y tamaños”, y pueden ser utilizadas para distintas razones. A veces, las diferencias entre los tipos de evaluación pueden ser sutiles. Muchos profesores se encontrarán con que algunos sujetos se prestan muy bien a ciertos tipos de formatos de preguntas de opción múltiple (como vs respuesta corta vs. ensayo) , pero no debemos confundir “el estilo de pregunta” con el “tipo de evaluación”. Si bien hay muchos tipos más de evaluación, las “sumativas” y las “formativas” son probablemente dos de los hoy más utilizadas en la educación.
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Educación basada en competencias y aprendizaje: un nuevo panorama

Educación basada en competencias y aprendizaje: un nuevo panorama | Edumorfosis.it | Scoop.it
Hace unas fechas hablamos de la educación basada en competencias en cinco pasos, ¿recuerdas? Este es un tema que está muy relacionado con la personalización del aprendizaje, el desarrollo del talento de cada escolar y, por su puesto, con las características del aprendizaje profundo que necesitamos en la sociedad conceptual, que como señalaba en aquella entrada promueve un aprendizaje:

Personalizado (APRENDE)
Basado en proyectos (HAZ)
Basado en el trabajo (APLICA)
Basado en competencias (MUESTRA)

Pues aquí os dejo este infográfico que ha elaborado en Rasmussen College y que he traducido para vosotros. El original se puede obtener aquí.
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Metodologías Activas: Aprendizaje por Servicio

Metodologías Activas: Aprendizaje por Servicio | Edumorfosis.it | Scoop.it
Inauguro un nuevo apartado del blog llamado "Metodologías activas". A través de cinco preguntas intentaré explicar de manera clara y concisa cada una de las metodologías activas seleccionadas.

Estas metodologías están centradas en el alumnado, en la indagación y resolución de problemas, en el trabajo cooperativo y en la liberación del yugo que suponen los libros de texto. Nos permitirán pensar, construir y vivir la escuela de una manera más plena y creativa. Estimulan el protagonismo del alumnado, su curiosidad por el conocimiento y acercan la escuela a la realidad.

Empiezo por el Aprendizaje Servicio (ApS). Es una metodología que pone el acento en el trabajo cooperativo para mejorar la calidad de vida de otras personas. ¿Cómo? Facilitando el aprendizaje de otros, ayudando a algún colectivo que tenga necesidades, realizando encuentros intergeneracionales, protegiendo el ambiente y el patrimonio cultural, participando en campañas de cooperación al desarrollo, promocionando hábitos saludables, haciendo campañas de sensibilización sobre diferentes realidades, etc. Es una metodología que consigue vincular los aprendizajes curriculares con la educación en solidaridad y en valores.

Hay una frase de Vygotsky (1965) que resume a la perfección la esencia del ApS: "Lo que los niños pueden hacer juntos hoy, podrán hacerlo solos mañana". Y añado otra para terminar: "Los niños pueden ser desde muy pronto ciudadanos capaces de cambiar el mundo".
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Enhancing learning through Differentiated Technology

Enhancing learning through Differentiated Technology | Edumorfosis.it | Scoop.it

Each day, teachers face the task of helping students stay engaged, show growth, and master the curriculum. How can they do this? Should they open the textbook and start teaching on page one? Should they use ongoing formative assessments to determine the individual needs of the student, also called differentiated instruction (DI)? According to research presented at the International Congress for School Effectiveness and Improvement in January 2011 (PDF, 168KB), "No other factor contributed to the change in student's achievement further than the intervention of DI.

What DI Is and Isn't:
Many teachers feel overwhelmed if you mention the words "differentiated instruction." In fact, I was one of those teachers. However, I have since learned that DI is not:

  • Creating an individual plan for each of my student
  • Keeping students in stagnant groups based on data from the beginning of the year
  • Teaching only the lower-level students and letting the higher-level students teach themselves.
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Plotagon: Crea tu propia película en 3D

Plotagon: Crea tu propia película en 3D | Edumorfosis.it | Scoop.it
Plotagon es un programa gratuito para crear de manera sencilla tus propias películas en 3D. Solo hay que escribir el guión, elegir avatares y escenarios, y las historias que has creado se convertirán en un filme sin necesidad de viajar a Hollywood. Este programa online, desarrollado por una empresa sueca, constituye una buena herramienta para que tus alumnos trabajen su capacidad narrativa y de expresión, así como su creatividad o sus habilidades en la lengua inglesa. Puedes utilizarlo en las asignaturas de Lengua y literatura castellana, Inglés e Informática, preferiblemente con alumnos de Secundaria y Bachillerato.
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¡El conocimiento se comparte!

Todo lo que hacemos debe ser multidisciplinario y también realizada de manera personalizada y socializada, la sociedad actual es así…y en la relacion a la gestión del conocimiento (PKM), también. Incluso aprendiendo en plataformas de aprendizaje, por muy cerradas que sean (LMS), la confianza y la transparecia entre los intervinientes debe ser cruzada siempre.

Si que es cierto que con la práctica y la esperiencia todos los que interviene, como nosotros pedimosm aprendices, facilitadores, autoridades, ….por lo que nos encontramos con la hiper-especialización , que se vuelve muy común, atraer contribuciones de los aprendices más talentosos en el sistema, y mas interactivos, atrevidos…de manera personalizada en nuestros planteamientos, por lo que se convertirá en un factor crítico de éxito para muchas organizaciones..

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40 viewing comprehension strategies

40 viewing comprehension strategies | Edumorfosis.it | Scoop.it
You can’t watch a video like you read a book; the modalities couldn’t be much different.

On the surface level a video uses light, color, sound, and moving images, with the potential for adding text and shape and color and light filters as overlays to communicate ideas, while the most basic text structures use alphanumeric symbols, paragraph and sentence structure, and an assortment of text features (e.g., white space, headings and subheadings, fonts, etc.) to convey their message.

There is much, much more to it than this. Videos are meant to be consumed in short bursts, while literature, for example, is meant to be “sat with.” Videos are (often manic) sprints, while texts are (often meandering) walks. Because of this very different tone and purpose as a matter of design, it’s unfair to criticize videos as “less rigorous” than texts, just as it would be misleading to say that video is universally “more engaging” than text (something I may or may not have said in the past). It’s more complex than that.
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[Narrativa Digital] De 1.0 a 3.0

[Narrativa Digital] De 1.0 a 3.0 | Edumorfosis.it | Scoop.it

Una genial iniciativa de la Dra. María M. Flores Collazo (@FloresCollazo) que narra su incursión a la dimensión de la Educación 3.0.  Esta producción es el mejor ejemplo de cómo un educador puede utilizar las TIC para compartir experiencias emocionantes, y no para transmitir contenidos curriculares. Ahora hablamos de tecnologías TAC y TEP, dirigidas a la creación de redes de aprendizaje social. Y este es el fin de incorporar la tecnología en la educación para que cada persona se apodere de su propio proceso de aprendizaje, porque en esta dimensión tanto aprende el estudiante como el educador. Me siento muy orgulloso del trabajo que ha realizado mi amiga y colega @FloresCollazo. Han sido muchos años de desaprendizaje y re-aprendizaje en el que se ha transformado la Educación Humanística centrada en los estudiantes. Es un privilegio haber colaborado con ella en sus proyectos Socio-Tecno-Educativos en la Universidad de Puerto Rico en Arecibo (UPRA)...

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6 tips to design eLearning courses that appeal to a wider eLearning audience

6 tips to design eLearning courses that appeal to a wider eLearning audience | Edumorfosis.it | Scoop.it

Want to broaden your eLearning horizons and impact more online learners? In this article I'll share some helpful tips that you can use to design eLearning courses that appeal to a wider eLearning audience, so that you can boost your eLearning course sales and expand your eLearning market reach.


Regardless of the subject matter of the eLearning course you are designing, like all eLearning professionals, you ultimately want your eLearning courses to reach as many people as possible. But how do you extend your reach and leave your mark upon a greater number of learners? In this article I'll share 6 smart tips for creating eLearning courses that appeal to a wider eLearning audience.

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The don’ts of eLearning Instructional Design

The don’ts of eLearning Instructional Design | Edumorfosis.it | Scoop.it
Sometimes it could be confusing to draw the line between what’s useful and what’s not. This criterion is very important when it comes to eLearning Instructional design. Right from the content creation to the design of the page, there are several ways in which it could go wrong. Below are the lists of don’ts when it comes to eLearning
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[Infographic] Introducing the ASU Instructional Designers

[Infographic] Introducing the ASU Instructional Designers | Edumorfosis.it | Scoop.it
About 40 staff members at Arizona State University have the words Instructional Design or Instructional Designer in their job title. Even though there are a lot of them about (and some have been at ASU for quite a long time), for many of us, the full range of what Instructional Designers do may be unknown. We asked a large group of ASU Instructional Designers and Technologists to tell us about the work they do and here is what we discovered.
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5 great Formative Assessment Strategies for teachers

5 great Formative Assessment Strategies for teachers | Edumorfosis.it | Scoop.it

Formative assessment strategies in the classroom provide both teachers and students with invaluable information about what students understand, and what they don’t. These ungraded assessments are valuable guides for students to help them enhance their performance, and they also help teachers determine if further instruction is necessary.

When formative assessments are used consistently, and effectively, neither teachers nor students are surprised by their final grades.

Some formative assessments can take just a few minutes, while others require longer periods of time. The following are 5 great formative assessment strategies for teachers.

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Sonia Santoveña's curator insight, March 28, 8:23 AM

añada su visión ...

Xanthy Karamanos's curator insight, March 29, 8:29 AM

"Effective and engaging" is the key to formative assessments. Here is a good summary of five formative assessment strategies. One more I would add would be Kahoot! 

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Twisted Wave: Create audio recordings online to save in Google Drive

Twisted Wave: Create audio recordings online to save in Google Drive | Edumorfosis.it | Scoop.it
Through TwistedWave you can create and edit spoken audio recordings from scratch. Your completed tracks can be exported to Google Drive and SoundCloud. If you have existing audio tracks in your SoundCloud or Google Drive account you can also import it into TwistedWave to edit those audio tracks. TwistedWave's audio editing tools include options for fade-in, fade-out, looping, sound normalization, and pitch adjustments. The editor also includes the typical track clipping tools that you would expect to see in an audio editing tool.
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[Infografía] Cómo aplicar las Inteligencias Múltiples y TIC en educación

La aplicación de la teoría de las Inteligencias Múltiples de Howard Gardner en las aulas supone cambiar el enfoque con el que el docente se enfrenta al proceso de enseñanza aprendizaje y supone toda una revolución para el alumnado. En primer lugar, respeta las características únicas de cada estudiante, profundizando en la idea de que todas las personas poseemos al menos ocho formas de inteligencia, presentes en distintos estados de desarrollo desde el nacimiento. La aplicación de esta teoría respeta la idiosincrasia de cada alumn@, valora y potencia las inteligencias que más sobresalen en cada persona y contribuye a desarrollar el resto.
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