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"LA DISRUPCIÓN, ¨GRITA¨!!! (Educación Disruptiva) #CICOM2014 (México) 2,3,4 de Octubre.

"LA DISRUPCIÓN, ¨GRITA¨!!!  (Educación Disruptiva)  #CICOM2014 (México) 2,3,4 de Octubre. | Edumorfosis.it | Scoop.it

La Universidad, “¿puede o debe cruzar líneas rojas? (Educación Disruptiva)…


En la era digital, la educación superior, voluntaria o involuntariamente, se someterá a un cambio disruptivo. Las instituciones existentes pueden liderar el cambio o convertirse en su víctima. Si la educación superior se resiste, se establecerán nuevas instituciones digitales para satisfacer las necesidades de la época.


Esta observación no es una cuestión de la defensa; más bien, es una conclusión basada en la experiencia de un cambio disruptivo en dos industrias de la industria del cine mudo, transformado por la llegada del sonido, y los medios de comunicación, sigue siendo remodelado para la era digital. En cada caso, los mayores y de más alto estado de empresas resistieron el cambio con resultados dramáticamente diferentes.

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Hacia una educación disruptiva en la era del conocimiento hiperconectado...
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[Infographic] 5 proven ways of making a wonderful eLearning course

[Infographic] 5 proven ways of making a wonderful eLearning course | Edumorfosis.it | Scoop.it
It is well-known that learner engagement plays a critical role in the success of a self-paced eLearning course. So, how can you ensure that your online course captivates your people? What are the aspects you need to focus on to leave your learners spellbound? How can you design the perfect eLearning course that creates learner delight? Well, here is an info-graphic that lists 5 tips to hook your learners to your eLearning course.
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Classmill: Create engaging online classes with links, videos, imges & files

Classmill: Create engaging online classes with links, videos, imges & files | Edumorfosis.it | Scoop.it
Classmill helps teachers and students with powerful yet simple online tools. Teaching online, made really simple.
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[Infografía] Escuela Tradicional VS Escuela que está llegando

[Infografía] Escuela Tradicional VS Escuela que está llegando | Edumorfosis.it | Scoop.it
En la escuela tradicional el aprendizaje es pasivo. Los alumnos escuchan lecciones magistrales, consumen trocitos de conocimiento que, a menudo, no tienen relación alguna. Una vez realizada esta primera fase deben recordar esos trocitos de conocimiento que han consumido para trasladarlos a los exámenes o trabajos. ¿Echáis algo en falta? Sería interesante que aplicaran los conocimientos que han consumido generado en un contexto real para que entendieran lo que están aprendiendo, ¿no os parece? Sencillo, pero no hacerlo provoca un serio problema: la mayoría de los alumnos al pasar el examen no recuerdan absolutamente nada de lo que se les pidió que memorizasen, lo que conlleva que estén mal preparados para la siguiente fase de su educación y para la vida misma.

El objetivo principal no debería ser la adquisición de conocimiento y sí desarollar una serie de habilidades mediante diferentes procesos como la resolución de un problema, la creación de un producto, la generación de un nuevo entendimiento, la realización de un proyecto emprendedor, etc.

La escuela tradicional hace que los alumnos sean consumidores, mientras que la escuela que está llegando hace que los alumnos sean creadores. Aquí está la gran diferencia. El resto de reflexiones las podéis ver comtempladas en la infografía. En ella comparo diferentes puntos claves que podemos encontrar en las escuelas tradicionales y en las escuelas que están llegando.
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[PDF] Competencias digitales y herramientas esenciales para transformar las clases y avanzar profesionalmente

[PDF] Competencias digitales y herramientas esenciales para transformar las clases y avanzar profesionalmente | Edumorfosis.it | Scoop.it

En los últimos 20 años la tecnología ha reorganizado la manera en que vivimos, cómo nos comunicamos y también cómo aprendemos. Los estudiantes entran en contacto con la tecnología a edades muy tempranas y empiezan a aprender de una forma muy diferente a cómo lo hicieron sus profesores. La educación formal no puede ya basarse en la simple memorización y reproducción de una información concreta, que se encuentra en un libro de texto. El estudiante está acostumbrado a la disponibilidad de nuevas tecnologías que utiliza a diario para el ocio y para satisfacer sus propios intereses de aprendizaje, aunque en general se pierde con el mar de información que existe en Internet y en discernir sobre la fiabilidad de la misma.

Igualmente el mundo laboral necesita de unos jóvenes con la capacidad de aprender en una era de información abundante, accesible y en cambio constante. Las habilidades y competencias que se demandan en la era digital son:

  1. Saber buscar, filtrar y sintetizar entre la gran cantidad de información existente    
  2. Extrapolar ideas sobre lo que se sabe y lo que se ha aprendido
  3. Aplicar esos conocimientos a situaciones nuevas
  4. Crear nuevos conocimientos e incluso tener la capacidad de innovar
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[PDF] Schools for 21st Century Learners

[PDF] Schools for 21st Century Learners | Edumorfosis.it | Scoop.it

The skills that students need to contribute effectively to society are changing constantly, but our education systems are not keeping up. Most schools look much the same today as they did a generation ago, and teachers themselves are often not developing the practices and skills required to meet the diverse needs of today’s learners. What are the skills that young people need to participate fully in this rapidly changing world, and how can education systems best support the kind of teaching that develops those skills? What is the role of teachers in leading innovation, both inside and outside the classroom? What are the different roles and responsibilities of 21st-century school leaders, and how can countries best develop leadership throughout their education systems? To help governments address these issues, while placing teachers and school leaders at the centre of improvement efforts, the Canadian ministers of education, the OECD and Education International brought education ministers, union leaders and other teacher leaders together for the fifth International Summit on the Teaching Profession in Banff, Canada, in March 2015.

One of the secrets of the success of the International Summit on the Teaching Profession is that it explores difficult and controversial issues on the basis of sound evidence, provided by the OECD as the global leader for internationally comparative data and analysis. This publication summarises the evidence that underpinned the 2015 Summit, bringing together data analysis and experience to develop better education policies for better lives. The report was prepared by Andreas Schleicher. It is mainly based on data and comparative analysis from several OECD publications: TALIS 2013 Results: An International Perspective on Teaching and Learning; PISA 2012 Results; and Innovative Learning Environments. Julie Bélanger and David Istance provided expert advice, Marilyn Achiron edited the text, and Célia Braga-Schich and Sophie Limoges co-ordinated production of the report

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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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Post Cookie Cutter Education: The What & Why of Personalized Learning

Post Cookie Cutter Education: The What & Why of Personalized Learning | Edumorfosis.it | Scoop.it
What is personalized learning? Ask a dozen people and get a half dozen answers. We have several terms that many use interchangeably today; terms like individualized instruction, customized learning, differentiated instruction, learner-centerness, and personalized learning. While purists will argue for clear distinctions among these terms, we don’t always find that in the wild. People use the terms with different definitions in mind and, over time, we get several working definitions for each. With that said, I contend that personalized learning is among the broadest in the sense that it merges all the other terms. Personalized learning involves customizing what to learn, how to learn it, at what pace to learn it, where to learn, even why to learn something. It also includes opportunity for the learners to have significant input on each of these items. In other words, who is personalizing the learning is part of the personalization as well. Let’s go through each of these one at a time.
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10 most powerful uses of technology for learning

10 most powerful uses of technology for learning | Edumorfosis.it | Scoop.it
Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today’s learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage.

We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery.

But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look.
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Up Periscope

Up Periscope | Edumorfosis.it | Scoop.it
Just over a year ago, we became fascinated by the idea of discovering the world through someone else’s eyes. What if you could see through the eyes of a protester in Ukraine? Or watch the sunrise from a hot air balloon in Cappadocia? It may sound crazy, but we wanted to build the closest thing to teleportation. While there are many ways to discover events and places, we realized there is no better way to experience a place right now than through live video. A picture may be worth a thousand words, but live video can take you someplace and show you around.
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[PDF] Industry Agenda: New vision for Education

[PDF] Industry Agenda: New vision for Education | Edumorfosis.it | Scoop.it

To thrive in a rapidly evolving, technology-mediated world, students must not only possess strong skills in areas such as language arts, mathematics and science, but they must also be adept at skills such as critical thinking, problem-solving, persistence, collaboration and curiosity. All too often, however, students in many countries are not attaining these skills. In this context, the World Economic Forum has taken on a multi-year initiative, New Vision for Education, to examine the pressing issue of skills gaps and explore ways to address these gaps through technology.

In this report, we undertook a detailed analysis of the research literature to define what we consider to be the 16 most critical “21st-century skills”. Our study of nearly 100 countries reveals large gaps in selected indicators for many of these skills – between developed and developing countries, among countries in the same income group and within countries for different skill types. These gaps are clear signs that too many students are not getting the education they need to prosper in the 21st century and countries are not finding enough of the skilled workers they need to compete.

In response, numerous innovations in the education technology space are beginning to show potential in helping address skills gaps. These technologies have the potential to lower the cost and improve the quality of education. In particular, we found that education technology can complement existing and emerging  pedagogical approaches such as project-based, experiential, inquiry-based and adaptive learning methods. In addition, education technology can be uniquely deployed to facilitate the teaching of 21st-century skills such as communication, creativity, persistence and collaboration.

Given the early stages of technology adoption, however, we acknowledge that its full potential to have an impact on student learning in primary and secondary education has yet to be realized. We also appreciate that education technology is only one potential component of the solution to the challenges facing education throughout the world. We have found that education technology can yield the best  results if it is tailored to a country’s unique educational challenges, such as those related to inadequately trained teachers or insufficient financial resources, among others.

In this report, we argue that for technology to reach its greatest potential it needs to be better integrated into an instructional system we call the “closed loop”. For instance, at the classroom level, education technologies should be integrated within a loop that includes instructional delivery, ongoing assessments, appropriate interventions and tracking of outcomes and learning. At the system level, which can include countries, districts and school networks, we argue that technology can be factored into the broader educational policy decisions that align standards and objectives with 21st-century skills.

We have identified an illustrative set of instructional and institutional resources and tools that further strengthen the instructional system and support the closed loop. Examples of these include personalized
and adaptive content and curricula, open educational resources and digital professional development tools for teachers. We also reference three distinct school networks from different parts of the world to illustrate how technology is being deployed to address challenges unique to local country contexts.

Delivering on a technology-enabled closed-loop instructional system – one that will help close the 21st-century skills gap – will ultimately require effective collaborations among a complex and interconnected group of policy-makers, educators, education technology providers and funders. When implemented thoughtfully, these collaborations can begin to bring the most effective education technologies to more of the world’s students in an effort to address 21st-century skills gaps.

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7 tips to use learners' creativity in eLearning

7 tips to use learners' creativity in eLearning | Edumorfosis.it | Scoop.it
We humans are naturally creative creatures. We seize every opportunity to put our ideas into action, and to use that infamous creative spark in our everyday lives. So, it's only natural that using learner creativity when creating eLearning experiences can offer a variety of benefits. But how can an eLearning professional design and develop eLearning courses that capitalize on learner creativity, especially when dealing with subject matters that may be dry or even dull? Here is the key!
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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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