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¿Qué es la Educación Disruptiva?

¿Qué es la Educación Disruptiva? | Edumorfosis.it | Scoop.it

Para una educación disruptiva necesitamos provocar una ruptura educativa con respecto al estado actual. Pero esta ruptura no significa destruir sino una disrupción educativa para crear. El gráfico presentado expresa integralmente todos los elementos de un nuevo modelo educativo que abarca áreas multidimensionales.

María Acaso en su libro “rEDUvolution: hacer la revolución en la educación” utiliza el término rEDUvolution mediante la mezcla de los términos revolución y educación apuntando a la necesidad de ejecutar una transformación real en los espacios educativos a través de cinco ejes clave:

  • Aceptar que lo que enseñamos no es lo que los estudiantes aprenden.
  • Cambiar las dinámicas de poder.
  • Habitar el aula.
  • Pasar del simulacro a la experiencia.
  • Dejar de evaluar para pasar a investigar.
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Hacia la disrupción educativa en la era del Aprendizaje Aumentado...
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50 reasons it's time for smartphones in every classroom

50 reasons it's time for smartphones in every classroom | Edumorfosis.it | Scoop.it
There are many ways to use a smartphone in the classroom, but it continues to be a touchy subject.

Privacy, equity, bandwidth, lesson design, classroom management, theft, bullying, and scores of other legitimate concerns continue to cloud education’s thinking about how to meaningfully integrate technology in the learning process.

To be clear–learning can happen in the absence of technology. Integrated poorly, technology can subdue, distract, stifle, and obscure the kind of personal interactions between learner, content, peer, and performance that lead to learning results.

But increasingly we live in a world where technology is deeply embedded into everything we do. Thinking about it simply in terms of “digital literacy” puts you about 5 years behind the curve. It’s really much more than that–less about being connected, and more about being mobile.

There will be growing pains, and I’m sure educators that have brought in BYOD programs into their school can come up with 50 reasons it won’t work. But most of those 50 are a product of the continued poor fit that exists between schools and communities–the system and the humans it serves.

Soon, the argument won’t be about smartphones, but rather steeper technology–contact lenses that record, and bendable, wearable mobile hardware that offers AI-produced haptic feedback to guide how students research, skim through information, or connect through media (all media will be social).
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11 online tools that will improve your eLearning process

11 online tools that will improve your eLearning process | Edumorfosis.it | Scoop.it
We all want to learn easier and better. That’s why eLearning was invented to begin with. It is a tool that hugely simplifies learning by breaching distances and making it easier for people who are occupied during normal hours to classes after all. It doesn’t end there either. Obviously it’s a massive advantage for people living in disadvantaged areas, where they might not have access to standard education. It’s for this reason that so many of the eLearning trends are positive. And it is for this reason that we’ll continue to see the online tools surrounding eLearning multiply and increase in sophistication, both for the eTeacher and the eLearner. The problem is, how do you make sense of it all and what online tools work best?

Today we’re going to take a look at 11 of the 100 online tools listed by Jane Heart. For those of you who haven’t seen the list before, it was created by getting 2000 learning professionals to weigh in and give their opinions and its worth a look in its entirety.
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[Slideshare] Nos reinventamos o nos reventamos

Conferencia actualizada con los nuevos indicadores organizacionales, sociales, empresariales y tecnológicos de la era. Se muestra cómo tales indicadores afectarán grandemente el ámbito educativo tradicional. Es imperante que la Universidad comience su transformación socio-tecno-pedagógica si aspira a seguir siendo el centro de aprendizaje de la sociedad del siglo 21. Nuevas plataformas tecno-educativas han entrado al escenario pedagógico para atender las limitaciones que el Sistema Educativo no sabe, no puede y no quiere atender...

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Microlearning: What is it and why should you care?

Microlearning: What is it and why should you care? | Edumorfosis.it | Scoop.it

Microlearning is not even a new concept in the first place. Rather, it has been around for ages, helping learners learn smarter and save time by freeing them from having to re-learn familiar concepts.

As an effective adult learning tool, it might just be the thing for the senior learners in your organization. You know, those who already possess plenty of knowledge and should now get their training on a need-to-learn basis.

In this article, we’ll attempt to define microlearning and discuss the learning situations where design strategies based on its principles will increase efficiency.

In educational technology jargon, microlearning is any brief and targeted learning object that spans between 3 to 6 minutes.

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[PDF] Teaching the Teachers

[PDF] Teaching the Teachers | Edumorfosis.it | Scoop.it
In the coming years, schools will be hit with a trio of potent reforms: teacher evaluations that will include student test scores, widespread adoption of higher academic standards, and the development of high stakes standardized tests aligned with these new standards. Each of these reforms challenges the status quo, demanding that schools systematically and continuously improve student performance, marking and measuring their progress each and every step along the way.
 
The new reforms will require significant changes in the classroom. The Common Core State Standards that have been adopted by 46 states and the District of Columbia, represent a retreat from the traditional rote, fact-based style of instruction toward teaching that fosters critical thinking and problem solving. Even non-Common Core states are pursuing a college and career-ready agenda that calls for the development of these skills among students and holds schools accountable for doing so. To meet these new standards, teachers will have to learn new teaching practices.
 
This is not just about providing professional development but about providing effective professional development. Availability alone is not an issue. In fact, in a recent study, researchers found that while 90 percent of teachers reported participating in professional development, most of those teachers also reported that it was totally useless (Darling-Hammond et al, 2009). Thus, the real issue isn’t that teachers aren’t provided professional development, butthat the typical offerings are ineffective at changing teachers’ practice or student learning.
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[Infografía] Cómo ser profesor online

[Infografía] Cómo ser profesor online | Edumorfosis.it | Scoop.it
El mundo de la formación avanza a pasos agigantados. Las tendencias actuales en el mundo del elearning pasan por un protagonismo del estudiante en su proceso de formación, en el que los contenidos se personalizan hasta límites insospechados. La formación se adapta a las circunstancias personales del estudiante y se adoptan nuevos modelos de aprendizaje. Para evitar la robotización de la enseñanza online, son cada vez más usuales los cursos en directo pero online, es decir, a través de videoconferencia en tiempo real. Tal y como hacemos en ClassOnlive.
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Disrupting Ourselves: The problem of learning in higher education

Disrupting Ourselves: The problem of learning in higher education | Edumorfosis.it | Scoop.it

Our understanding of learning has expanded at a rate that has far outpaced our conceptions of teaching. A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching.

 

By “disruptive moments,” I’m not referring to students on Facebook in classrooms. I mean “disruption” in the way Clayton Christensen uses the term. Christensen coined the phrase disruptive innovation to refer to a process “by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves ‘up market,’ eventually displacing established competitors.”1 By using the phrase “disrupting ourselves” in this article’s title, I am asserting that one key source of disruption in higher education is coming not from the outside but from our own practices, from the growing body of experiential modes of learning, moving from margin to center, and proving to be critical and powerful in the overall quality and meaning of the undergraduate experience. As a result, at colleges and universities we are running headlong into our own structures, into the way we do business.


Via Faculty Focus, Vladimir Kukharenko, juandoming
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Work is Learning and Learning is the Work

Work is Learning and Learning is the Work | Edumorfosis.it | Scoop.it
We have come to a point where organizations can no longer leave learning to their HR or training departments. Being able to understand emerging situations, see patterns, and co-solve problems are essential business skills. Learning is the work.

I had mentioned that I was talking to a financial advisor at a bank the other day and I asked her what kind of professional development she did. The bank has a central online learning portal where employees can take “courses”, particularly compliance training. The financial advisor told me she just went to the end of each course and did the test. She found it rather useless. I talked about some of the communities that we have supported for sharing professional development, like my workshops, and she said it would be great to have access to something like this, but it most likely would be blocked. It is a major business mistake when learning is not connected to working.

Our workplaces are shifting from hierarchies to networks. Hyperlinks have subverted hierarchy. Everyone is connected. In many hierarchical organizations, workers are more connected when they go home than when they’re at work. This is a sure sign of the obsolescence of our older management control systems and why becoming a social business is so important today.
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“We made up these rules, and we can change them”

“We made up these rules, and we can change them” | Edumorfosis.it | Scoop.it
Now is the time for a serious rethinking of how we organize in our society: from businesses, to schools, and as communities. We need to base all of our organizations on the principle of temporary, negotiated hierarchies. In this way, citizens can freely cooperate and from time to time, as required, collaborate to get things done. This requires a new approach to organizing work, abolishing the separation of employer & employee, as well as the artificial and unequal division between labour and financial capital. Simultaneously, our educational systems need to phase out teachers and curriculum and focus on everyone becoming a better learner.
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What new Instructional Designers need to know about eLearning

What new Instructional Designers need to know about eLearning | Edumorfosis.it | Scoop.it
Are we doing enough to help new instructional designers produce the types of e-learning experiences that we want to see?

I trained as an instructional designer throughout the 2000s. I say “trained,” but it was more a case of, “Read this and learn.” I became familiar with the notorious idea of learning styles. As one of my mentors told me back then, “If you needed a learning theory, you could find one to support most of your notions about learning!”

Over the last few years, I have focused more on the psychology of learning and getting a better understanding of our cognitive architecture. Concepts such as the forgetting curve, multimedia presentation research, schema formation, spaced practice, habit formation, and behavior change have been more useful to me than all the training of my early days. There are some useful insights emerging from neuroscience, too—although we have to be careful that we have sufficient evidence to back up the “brain-friendly” training claims.
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7 tips to support Online Learning Communities

7 tips to support Online Learning Communities | Edumorfosis.it | Scoop.it
An online learning community is the backbone of any successful eLearning program. It gives your learners an online platform to share their thoughts, questions, and concerns, and to receive the feedback they need to achieve their goals. However, in order to cultivate a strong corporate learning culture, it’s imperative to support your online learning communities on a continual basis. This can be challenging, as you must allow them to speak their mind and share their opinions, while still ensuring that everyone's voice is being heard and respected. Fortunately, there are 7 tips that can help you maintain a thriving online learning community.
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TPACK: Un modelo para los profesores de hoy

TPACK: Un modelo para los profesores de hoy | Edumorfosis.it | Scoop.it
Hace unos pocos años que apareció un modelo denominado TPCK de difícil pronunciación al que se decidió añadirle una A, de modo que se convirtió en TPACK (en inglés: Technology, Pedagogy And Content Knowledge), que es una extensión de la expresión Pedagogical Content Knowledge de Shulman (1986) (PCK). Este autor apreciaba que el conocimiento del ámbito científico o materia de especialidad del profesor y su conocimiento pedagógico estaban, o podían estar, separados y debían ser unidos. De este modo el conocimiento del contenido se refiere al QUÉ enseñar y el conocimiento pedagógico al CÓMO hacerlo. Así la expresión: "conocimiento pedagógico del contenido" es diferente del conocimiento pedagógico sobre cómo enseñar en general, al tiempo que es distinto del saber de un área de terminada, de ser un experto en un determinado contenido, lo que no asegura que se sepa como enseñarlo. La expresión trata de combinar, o mejor intersectar, ambas dimensiones, convirtiéndose así en un conocimiento práctico sobre como enseñar lo que se supone que debe ser enseñado en un área dada.
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[Slideshare] Aprendizaje en Movimiento / Learning on the Move

Esta presentación plantea elementos para reflexionar en torno a los matices entre “aprendizaje móvil” (m-learning); “aprendizaje electrónico” (e-learning) y “aprendizaje ubicuo” (u-learning) y pensar en los atributos tecnológicos y los potenciales pedagógicos en relación al aprendizaje (atentos a las promesas/expectativas no cumplidas).

This presentation compares mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning. We do not foresee mLearning completely replacing “traditional” online learning, however, technology delineations are blurring as the differences in capabilities between computers, tablets, and smartphones continue to shrink.
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3 theories why we are intrigued by mLearning

3 theories why we are intrigued by mLearning | Edumorfosis.it | Scoop.it
Why are we so interested in mobile learning?

What is it about moving online education from our laptops to our phones and tablets that has gotten us so intrigued?

Is it because the world of social media has largely moved to mobile?

Over three-quarters of all the time that people in the U.S. spend on social media is done so on a mobile device. 90 percent of people that access Facebook on a daily basis are doing so via mobile, and over 50 percent of Facebook users only access the social network on a mobile device. Over 80 percent of Twitter users are mobile users. More than half of YouTube views come from a mobile device.

I have 3 theories about why we are so intrigued by the siren song of mobile learning:
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7 tips for developing an effective mentorship online Training program

7 tips for developing an effective mentorship online Training program | Edumorfosis.it | Scoop.it
As George Bernard Shaw once said: "We are made wise not by the recollection of our past, but by the responsibility for our future." Employees who have wisdom, insight, and expertise have a lot to offer junior staff members. They have the power to foster a new generation of successful corporate learners who can carry the torch in the years to come. However, organizations must give them a way to share their experience and knowledge, such as developing a mentorship online training program that follows these best practices.
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Modelling is the best way to teach

Modelling is the best way to teach | Edumorfosis.it | Scoop.it
When we teach through modelling behaviour, the learner is in control, whereas teaching by shaping behaviour means the teacher is in control. In Western society, shaping has been the dominant mode for a very long time. But in other societies, it has not been the norm. For instance, Dr. Clare Brant was the first Aboriginal psychiatrist in Canada and a professor of Psychiatry at University of Western Ontario. In 1982 he presented Mi’kmaq Ethics & Principles, which included an examination of the differences in teaching between native and non-native cultures.
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How gamification is driving learning space design

How gamification is driving learning space design | Edumorfosis.it | Scoop.it
Gamification is moving from simple trend status to a valid pedagogical approach that can deliver powerful learning experiences in higher education classrooms—and this growth has led to changes in how faculty approach physical learning spaces.

Today’s students demand engaging educational experiences and thrive on stimulation and immediate feedback. As games become integrated into learning, game developers are realizing that many gaming attributes—challenges, rewards, and collaboration, to name just a few—have relevance in the classroom, too.
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Credentials Reform: How technology and the changing needs of the workforce will create the Higher Education System of the Future

Credentials Reform: How technology and the changing needs of the workforce will create the Higher Education System of the Future | Edumorfosis.it | Scoop.it
While the modern technology revolution has reshaped nearly every sector of society, higher education has managed to retain its fundamental structure from centuries ago. The U.S. postsecondary landscape is still largely dominated by brick-and-mortar colleges and universities where progress is marked by time spent in a classroom and is denoted by highly simplified transcripts controlled by the institutions awarding them.

That's all starting to change. A powerful shift in postsecondary credentialing has taken place over the last few decades, with an explosion in the number of pathways to an education beyond high school. As a result, today's job-seekers can possess not just four-year college degrees but everything from associate's degrees and apprenticeships to occupational licenses and education certificates, all the way to digital badges and employer-based certifications.
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How to bring reading instruction into the 21st Century

How to bring reading instruction into the 21st Century | Edumorfosis.it | Scoop.it
There are many benefits to bringing reading instruction into the 21st century. Technology—websites, digital tools and apps—can be used to motivate, empower and engage every student.

Taking that first step, however, can be daunting. You may be wondering: What digital tools should be used? How can I/we be sure students aren’t distracted? Do I/we go all in or focus on a blended approach?
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[Infographic] 5benefits of Microlearning Based Training for learners

[Infographic] 5benefits of Microlearning Based Training for learners | Edumorfosis.it | Scoop.it
While microlearning is not a new concept, it is suddenly being talked about as the next significant approach to train workforce. Although chunking content into short bytes has existed for a long time, we are seeing an increased focus on microlearning as a fairly significant part of an organization’s overall training delivery. The infographic outlines why “less is more” and highlights the top 5 Benefits of Microlearning based Training for Learners.

Via Laurent Picard, steve batchelder, juandoming
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Tony Guzman's curator insight, Today, 3:04 PM
This infographic helps explain what microlearning is and how it can benefit students and workforce training.
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SAMR Model

SAMR Model | Edumorfosis.it | Scoop.it
SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences so they result in higher levels of achievement for students.

I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). My thoughts about the the model are further down this page.
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Creating eLearning in a functional context: 4 rules to apply

Creating eLearning in a functional context: 4 rules to apply | Edumorfosis.it | Scoop.it
Think of your eLearning course as a vast library, packed full of knowledge, skills, and task mastery. You invite online learners to come and peruse the shelves, pick the perfect titles, and then dive into the pages. But what really counts is that they are able to put their knowledge into practice. The most well-read among them might have a wealth of knowledge stored away in their minds. However, it simply won't be of use unless they know how to use it in the real world, that is within context.

Functional Context involves connecting new ideas and concepts to preexisting knowledge within context. Online learners must get the opportunity to relate to the subject matter and tie it to real world applications. It also allows them to make preexisting knowledge new again by refreshing their memories and putting it into practice. Tom Sticht is the founder of Functional Context approach, which has been used in organizations, literacy programs, and a wide range of other institutions.
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Encouraging teacher technology use

Encouraging teacher technology use | Edumorfosis.it | Scoop.it

Some teachers, experts say, still are reluctant to use technology, mostly because of a lack of time, a lack of resources, or a lack of confidence in their ability to use the available technology.

 

It appears that technology use varies greatly from school to school. In some schools, technology use among teachers nears 100 percent; in other schools, it is virtually non-existent. We wondered, therefore, what those schools with high technology use are doing to encourage their teachers to use technology -- for instruction, and for classroom and task management. To find out, we went to our experts -- the members of the Education World Tech Team.

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5to Encuentro Internacional Verano TIC 2016 - UNACHI

5to Encuentro Internacional Verano TIC 2016 - UNACHI | Edumorfosis.it | Scoop.it

Regístrese en cada conferencia AQUÍ
 

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How to get hesitant teachers to use technology

How to get hesitant teachers to use technology | Edumorfosis.it | Scoop.it
I am keenly aware that many of my colleagues are not, for various reasons, gung ho about educational technology. And it’s interesting. Quite often, the teachers who are hesitant to adopt new technology are great — in fact, amazing — educators. They are frequently veterans and usually leaders in their academic field and within their institutions.

In my role as tech advocate, I habitually find myself trying to coax these established educators to use new tools and incorporate new methodologies. Here are some ways I have found to be successful in this endeavor.
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