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Hacia una educación disruptiva en la era del conocimiento hiperconectado...
Curated by Edumorfosis
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¿Qué puedo hacer en el espacio Procomún Educativo?

¿Qué puedo hacer en el espacio Procomún Educativo? | |
Hoy he accedido a Procomún para ver ¿qué es esto? Y he quedado gratamente sorprendido. Me he encontrado con una gran cantidad de recursos educativos, con un sistema que facilita considerablemente la búsqueda de lo que me puede interesar, y además son recursos abiertos, que puedo descargar, modificar y adaptar a las necesidades de mis alumnos. También he visto que funciona como una red social en la que puedo comentar y valorar los recursos que he buscado y ver los comentarios y valoraciones que otros profesores han hecho. Puedo aportar también recursos que yo he creado y quiero poner a disposición de los demás. - See more at:
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La evaluación no controla nada, la evaluación es el aprendizaje mismo! (no nos quememos!)

La evaluación no controla nada, la evaluación es el aprendizaje mismo! (no nos quememos!) | |

La evaluación no está en ningún aprendizaje, es el aprendizaje!

Al introducir el análisis de enfoques modélicos para la evaluación de centros podemos establecer que una aproximación importante es la de la metaevaluación de los modelos utilizados por los sistemas educativos. En la práctica, esta aproximación nos parece que termina coincidiendo con la que toma el evaluador cuando analiza todos y cada uno de los pasos y fases del proceso evaluador y va valorando las posibles alternativas que puede tomar en cada caso. A la postre, tal como ya hemos señalado, es cada equipo de evaluación, en su contexto concreto, el que termina construyendo su propio modelo para evaluar el objeto de evaluación que tiene.

Bartolomé y otros (1991) llevaron a cabo un análisis de los modelos institucionales de evaluación de centros utilizados en Cataluña, seis en total, a los que añadieron dos europeos (ECIS y GRIDS) y uno americano (DELAWARE). Tras consultar la literatura especializada sobre el tema, este equipo estableció un listado de criterios comparativos agrupados en los cinco bloques siguientes:

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The ultimate eLearning course design checklist

The ultimate eLearning course design checklist | |

Looking for a comprehensive "must-have" eLearning checklist for your next eLearning Course Design project? This is a checklist that every eLearning professional should have on hand, especially since there are so many steps involved in the eLearning course design process. 

Ensuring that you've crossed off every item, this "to-do" list will allow you to create and implement successful, effective, informative, and practical eLearning courses for learners in both educational and professional settings. Without further ado, here is an in depth eLearning Course Design checklist that you can use to get your eLearning courses ready for launch:

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4 emerging principles of Connected Learning

4 emerging principles of Connected Learning | |

In her research into connected learning, however, she's discovered that the opposite is true. She cited her experiences with her own daughter: "... [T]hese kinds of communities that she's engaged in online and that she's doing for fun and of her own choice are actually some of the best contexts, some of the best stages for young people to really learn how to make authentic contributions to society and culture, to develop the capacity to manage an online reputation,... to get that sense of real-life connection — relevance — that's often missing in young people's formal educational contexts. Along the way, my daughter is also learning those kinds of skills, dispositions, ways of engaging in self-directed learning that are really, really important for young people to develop in today's digital network age."

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[PDF] Game-Based Assessment of Persistence

[PDF] Game-Based Assessment of Persistence | |

Interest in 21st century skills has brought concomitant interest in ways to teach and measure them. Games hold promise in these areas, but much of their potential has yet to be proven, and there are few examples of how to use the rich data from games to make inferences about players’ knowledge, skills, and attributes. This article builds an evidence model for the assessment of persistence from Poptropica, a popular commercial game for children. Task persistence is an important skill related to successful school and work outcomes, particularly given new, complex tasks requiring sustained application of effort. Evidence extracted from log files of the game was used to identify players with a particular goal and then create a measure of persistence toward that goal. The results support the ability to create an assessment argument for a game-based measure of persistence.

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5 steps to a synced classroom

5 steps to a synced classroom | |

In just the last decade, the image of technology in the classroom has shifted from rows of desktops in a dedicated computer lab (all facing the same direction) to one where a variety of different devices coexist, often uneasily, in and out of the lab. The role of the teacher, on the other hand, remains dynamic as ever: morphing hour to hour, if not minute to minute, between lecturer, coach, guide, mentor, referee, and on-call problem solver. Has the unleashing of technology out of the lab, away from bulky desktops, provided the classroom with better tools to support the teacher in all her roles, and the students in all their activities?

Terry Heick’s recent article on “second screen learning” (The Sync Teaching Method, TeachThought, 12/17/2013) addresses this question head on. He provides a framework for understanding how a 1:1 (or 1:few) environment can best be leveraged. How can today’s potentially ubiquitous technology support the variety of interactions and structures that is all in a day’s work of even a single class? What should we think about when we think about the sorts of interaction between the teacher’s device and the students’ that may best support and extend a classroom’s effectiveness?

The difference between 1:1 and second screen learning “is a matter of syncing.” Synced learning requires two potentially opposing technologies: one, the ability to engage the same core material, and two, the ability to engage the material independently. “In second screen learning classrooms, the teachers and students are ‘sync’d’ content-wise with one another, while still having the tools, strategies, freedom, and space to clarify, extend, create, or connect the learning.”

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Favorte Educational Apps for iPad & Android

Favorte Educational Apps for iPad & Android | |

Tony Vincent (the editor of Learning in Hand, one of my favourite references for iPad apps) has recently published a document featuring a wide variety of educational apps. The great thing about this list is that it outlines apps that are available on both iPad and Android and every version of the app has a hyperlink to both Apple store and Google Play store. These apps are ideal for classrooms embracing BYOD ( Bring Your Own Device). Tony classified the apps into 6 major categories :  creative, utility, study, classroom, and reading/social apps.

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ESPECIAL: ¿Cómo programar por competencias básicas?

ESPECIAL: ¿Cómo programar por competencias básicas? | |

¿Qué son las competencias básicas? ¿Cuál es su marco legal? ¿Cómo se hace una programación por competencias básicas? ¿Cómo se puede coordinar todo el centro educativo para empezar a implementar este enfoque dentro de las aulas? Respondemos a estas preguntas y mucho más: te presentamos un proyecto nuevo que te permite empezar a programar por competencias básicas en un par de meses… ¡a todo el personal docente del centro, a la vez!

Via CeDeC, ximoberna, Roselink, juandoming
Eva Cisma's curator insight, March 30, 2014 6:03 PM

Y todo lo demás... Esta vez, para empezar a contrastar LOE y LOMCE.!

More progressive ways to measure deeper level of learning

More progressive ways to measure deeper level of learning | |

How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.

“Most schools and most of our learning stops at knowing and we need to move that and broaden it to the doing and the reflecting,” said Bob Lenz, co-founder & chief executive officer of Envision Schools while participating in a Deeper Learning MOOC panel. The charter network’s teachers follow three steps for assessment: know, do, reflect. Skills like critical thinking, problem-solving, and collaboration require practice, Lenz said. Students have to do them constantly and be observed throughout the process for a true assessment.

“The real power comes in the reflective process, both individually and with peers,” Lenz said. “Any of the deeper learning outcomes, the reflection is really where the power is and it puts the onus back on the student, instead of the teacher standing in judgment.” Most projects at Envision schools culminate in an exhibition of work at which students reflect on how they could have done things differently or improved on their work. All four years of high school at Envision are a cycle of performance frameworks feeding into a portfolio and culminating in a defense of four years of learning at which students show what they have learned by demonstrating their knowledge and skill, as well as the ability to learn how to learn.

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StepUp es una excelente herramienta online gratuita que a buen seguro va a resultar muy práctica para bloggers, webmasters, community managers e internautas que gustan de compartir vídeos en internet y las redes sociales.

Para utilizarla solo necesitamos crear una cuenta en el sitio, por el método tradicional del correo electrónico o con nuestras credenciales de Google+, Facebook o Twitter.

Su función es la de ayudarnos a dividir vídeos de YouTube, debemos pegar la url del vídeo, en diversos fragmentos que podemos compartir individualmente por medio de una url. La diferencia con otras utilidades similares es que los usuarios que acceden al enlace para ver el vídeo fragmentado pueden acceder a los otros fragmentos si así lo deciden.

Dividir los vídeos es sumamente sencillo, a lo que contribuye la interfaz intuitiva de la aplicación, ya que solo tenemos que reproducirlo e ir señalando los cortes haciendo clic en “cut”. Podemos cambiar el título del vídeo e incluso insertarle anotaciones en los fragmentos.

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MITICA: Modelo para Integrar las TIC al Currículo Escolar

MITICA: Modelo para Integrar las TIC al Currículo Escolar | |

El Modelo propuesto por la Fundación Gabriel Piedrahita Uribe (FGPU) para integrar exitosamente las Tecnologías de la Información y la Comunicación (TIC) al currículo escolar, demanda atender cinco componentes básicos: a) Dirección Institucional, b) Infraestructura TIC, c) Coordinación y Docencia TIC, d) Docentes de otras Áreas y e) Recursos Digitales. Este documento se enfoca en el tercero de los componentes citados, el de Coordinación y Docencia TIC.

Es necesario aclarar que antes de abordar el componente “Coordinación y Docencia TIC” del Modelo, deben estar resueltos los dos primeros componentes: a) el compromiso de la Dirección Institucional con la incorporación de las TIC a su proyecto educativo y b) el aspecto relacionado con Infraestructura TIC; es decir, hardware/software, conectividad y soporte técnico.

Con base en la experiencia desarrollada en la asesoría y el acompañamiento dado a varias Instituciones Educativas, la FGPU aprendió que, además del apoyo decidido y constante de las directivas y de contar con una infraestructura de TIC adecuada, es fundamental que la institución tenga un docente de informática experto en TIC. Este docente debe convertirse en un Coordinador de Informática que pueda atender con solvencia tres retos muy importantes para el éxito del proceso: a) transformar positivamente la enseñanza de las TIC de forma que los estudiantes logren real competencia en estas; b) comprender a cabalidad el alcance y potencial de transformación que tienen las TIC en educación, esto es, tener claridad sobre la manera como las TIC pueden apoyar efectivamente el aprendizaje en otras áreas curriculares básicas y cuáles son las estrategias pedagógicas adecuadas para hacerlo; y c) apoyar tanto a los demás docentes de informática, como a docentes de otras áreas académicas en la incorporación de las TIC a sus procesos de aula. Esto último se refiere a estar en capacidad de persuadirlos en el uso y apropiación de las TIC, mostrándoles las ventajas de utilizarlas para enriquecer sus clases y capacitándolos en las estrategias didácticas adecuadas para lograrlo.

Via Beatriz Olivares
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20 ways to use Edmodo in the classroom

20 ways to use Edmodo in the classroom | |

Edmodo is essentially an education-focused social media platform. This makes it much less of a headache to use in schools compared to twitter, Google+, or other more popular sites that bring with them various real-world hangnails. You share messages, post documents, and form groups to collaborate.

The presentation below from seyfert6 offers 20 specific ways to get your classroom started, from allowing planning committees to meet digitally, to gathering project-based learning materials or sub plans. If this is not blocked in your district, you may find it useful.

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Integrating motivation with Instructional Design

Integrating motivation with Instructional Design | |

As an Instructional Designer, motivating learners is an important consideration because in reality learners are not always motivated to learn. They are busy, have other things to do, don’t see the course/session as being important or have had a bad learning experience in the past. I’ve come across Dr. John Keller’s motivational design model known as ARCS and thought it was worth sharing.

The ARCS model comprises four major factors that influence the motivation to learn – Attention, Relevance, Confidence and Satisfaction.

It’s described as a problem-solving model and helps designers identify and solve specific motivational problems related to the appeal of instruction. The model was developed after a comprehensive review and synthesis of motivation concepts and research studies. It has also been validated in studies across different education levels.

The four categories of motivation variables consist of sub-categories along with process questions to consider when designing:

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What is Computational Creativity?

What is Computational Creativity? | |

According to the Computational Creativity Conference Steering Committee (the group behind many computational creativity research events):

“Computational creativity is a multidisciplinary endeavour that is located at the intersection of the fields of artificial intelligence, cognitive psychology, philosophy and the arts.

The goal of computational creativity is to model, simulate or replicate creativity using a computer, to achieve one of several ends:

• to construct a program or computer capable of human-level creativity

• to better understand human creativity and to formulate an algorithmic perspective on creative behavior in humans

• to design programs that can enhance human creativity without necessarily being creative themselves

The field of computational creativity concerns itself with theoretical and practical issues in the study of creativity. Theoretical work on the nature and proper definition of creativity is performed in parallel with practical work on the implementation of systems that exhibit creativity, with one strand of work informing the other.“ (See  more computationalcreativity. net)

- See more at:
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Hold the phones! 5 things to consider before you go mobile

Hold the phones! 5 things to consider before you go mobile | |

The words “m-Learning” and “mobile learning” are on everyone’s lips recently. It can start to feel like if you don’t have an m-Learning plan, you’re falling behind. But is m-Learning right for every organization?

Take a look at this checklist of 5 things to consider before you start writing that m-Learning strategy and asking for budget approval.
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‘World-class’ teacher preparation 

‘World-class’ teacher preparation  | |

When I work with educators, I get asked on a regular basis, “What about the universities? What are they doing to prepare educators who can facilitate technology-infused learning environments that emphasize deeper cognitive complexity and greater student agency?” Unfortunately, I don’t have much to offer them.

I’m not up on all of the thousands of preparation programs that are out there but, as I think about the shifts that we need to see in schools (and the new building blocks that we need to put in place), at a minimum any teacher preparation program that wanted to label itself ‘world-class’ would be able to affirmatively say the following…

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[PDF] Demographic factors, TPACK constructs, and teacher's perceptions of Constructuvist-oriented TPACK

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[PDF] Proceeding: The future of Digital Resources

Learning Innovations and Learning Quality: The two main objectives to foster improvements in learning, education and training and the two core ingredients for learning success and impact. They are focused by many different theories and diverse practices. And they are more and more required due the increasing speed of globalization and changes in communities, economies, technologies and societies worldwide.

This book demonstrates the need for combining learning innovations and learning quality from various perspectives: The scientific articles address the different ways of formal, non-formal and informal learning and all the educational sectors from kindergarten, school, university to lifelong learning.

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[PDF] Social Media for student engagement

“The role of social media has the potential to extend beyond learning and teaching to support student engagement in the broadest sense. It offers a new way to develop relationships between the student or learner and their institution, as well as an alternative means to raise awareness of an institution’s engagement efforts.” 
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Share docs and assignments with students using Google Drive shared folders

Share docs and assignments with students using Google Drive shared folders | |

One of the great feature I love about Google Drive is the ability to share shared folders with others. You can easily create a shared folder and share it with your students. Anytime you add something to this folder, all students will be able to see it instantly in their Drive. You can use shared folder to share assignments, learning materials, documents, and videos with your students. In this way you will not have to worry if every student has got a copy for they can all access it in their Drives.

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¿Por qué tus alumnos no llevan reloj de pulsera? La paradoja educativa

¿Por qué tus alumnos no llevan reloj de pulsera? La paradoja educativa | |

Hace ya varios años que me pregunto por qué mis alumnos no llevan reloj de pulsera. Sinceramente, debo reconocer que nunca me he preocupado en preguntárselo. Pero creo que la pregunta, así como sus posibles respuestas, pueden servirte para reflexionar sobre algunos aspectos de tu práctica docente.

Si escribo acerca de los relojes de pulsera es a raíz de una conferencia TED que vi recientemente del gran Sir Ken Robinson. Si no sabes quién es Ken Robinson te diré que a día de hoy es uno de los referentes de la educación a nivel mundial. Pues bien, en una de las conferencias TED que pronunció Ken Robinson surgió la pregunta que ha dado lugar a este artículo. ¿Quieres conocer la respuesta? Pues acompáñame.

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How teachers make cell phones work in the classroom

How teachers make cell phones work in the classroom | |

When we talk about using cell phones in class, we’re not just talking about using cell phones in class.

The idea of mobile learning touches on just about every subject that any technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets.

At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.

In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re not being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.

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A web word processor and web whiteboard for schools. Create, collaborate and share without email!

A web word processor and web whiteboard for schools. Create, collaborate and share without email! | |

Scrawlar, y es un procesador de texto y pizarra dos en uno que nos permitirá guardar todo el material en la nube, para que las lecciones queden siempre allí almacenadas. En todo momento podremos entrar y modificar la información, reescribirla o editarla desde cualquier PC, teléfono o tableta que pueda conectarse al servicio (el editor de texto será compatible con Firefox 3.5+, Chrome, IE 8+, Safari 4+, Safari en iOS 5+ y Opera 11+), y con Scrawlar es fácil crear lecciones extra, ayudar con explicaciones a tiempo real y crear cualquier dibujo o concepto para que nuestras lecciones no sólo sean más inteligibles, sino también más amenas.

Scrawlar es un servicio web y por lo tanto no será necesario descargarse ninguna aplicación o plug-in, simplemente podremos registrarnos siendo profesores y añadir estudiantes a nuestra red. Éstos, mediante un código de acceso a la clase y una contraseña única, podrán acceder pues a todo el material creado – siendo otro punto a favor el hecho de que no sea necesario que los estudiantes se registren.

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Instructional design models and theories: Information Processing Theory

Instructional design models and theories: Information Processing Theory | |

Throughout much of the 1950s psychologists involved in the Information Processing movement began to view the brain as a neural computer that processes information with extraordinary efficiency and excellent performance in problem solving and critical thinking, through a process increasingly enhanced over time.

The idea of Information Processing lies within Cognitive Psychology - I highly encourage you to check Cognitive Load Theory and Instructional Design - and as a theory combines multiple theoretical perspectives that mainly seek to explain human learning as the development of networked memory structures.

Pedro Fernandes's curator insight, April 10, 2014 4:08 AM

Learning theories based on cognition, as laid out by psychologists and education theorists and practitioners in the 1950 (and what was done with it ever since) .!

Engaging Flexible Learning

Engaging Flexible Learning | |

Computer technologies, many have argued, provide us with an opportunity to rethink and revise “traditional education,” to break free of old or outmoded practices so as — if you frame the change in Dewey’s terms at least — to make learning more meaningful.

And framed that way, I think “is our children learning” is the wrong question. Our (American) obsession with counting stuff, with measuring stuff, the wrong “answer.”

So what does “flexibility” have to do with that? What do we mean by the second word in the conference theme, “flexible"?

How do we make our schools more flexible? How do we balance the need to change with what’s often an institutional reluctance to do so?

What does “flexible learning” entail? What does “flexibility” afford us? What does it afford schools, teachers, administrators, parents, sure.

What does it afford students? What are the repercussions — for individuals, for communities?

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