El término PLE (Personal Learning Environments) es usado por primera vez en 2001 por Olivier y Liber en el trabajo presentado (Lifelong learning: the need for portable personal learning environments and supporting interoperability standards) en la SSGRR-2002W International conference on Infrastructure for e-Business, e-Education, e-Science, and e-Medicine on the Internet (CETIS, 2007). El proyecto PLE fue financiado por el Programa eLearning CSAC durante el periodo agosto de 2005 a julio de 2006. Entre otros, tenía como objetivos: definir el alcance del término entorno personal de aprendizaje, proponer una lista de las necesidades que pudieran tener los usuarios para su utilización, o identificar los requisitos técnicos del sistema. Del informe realizado por el Centre for educational technology & interoperability standars (CETIS), por encargo del Joint informations systems comité (JISC), destacamos los siguientes aspectos:
As part of my job at the World Bank helping to advise governments on what works, and what doesn't, related to the use of new technologies in education around the world, especially in middle- and low-income countries, I spend a fair amount of time trying to track down information about projects -- sometimes quite large in scale and invariably described as 'innovative' in some way -- that were announced with much fanfare which received a great deal of press attention, but about which very little information is subsequently made widely available. Most of these projects prominently featured some new type of technology gear, whether low cost laptops for students or new ways to connect people in remote places to the Internet or low-power e-reader devices. Other projects featured new software (English learning apps for phones! Free science curricula for teachers! A learning management system that enables personalized learning!). A sub-set of these projects -- the really ambitious and 'visionary' ones -- combined both hardware and software, and a variety of services to support their introduction and use. I do this follow up for two very basic reasons: (1) I am generally interested in learning from these sorts of projects, wherever they may be happening; and (2) I am asked about them a lot. These conversations generally go one of two ways: "Whatever happened to that project in [fill in country name] -- how are things going there these days?" "Things are proceeding [well / not so well], and a bit more slowly than originally envisioned. Here's what you need to know ..." or, alternatively: "Can you give me an update on the exciting stuff that is happening with computers in schools in ___?" "You mean the ___ project? Actually, that never actually happened." "No, that's not true, I read that ---" "Yes, you probably did read that. You may well have heard about it during a presentation by [insert name of vendor] as well. But I assure you: I talk regularly with [the ministry of education / companies / NGOs / researchers] there: Nothing actually happened there related to this stuff in the past, and nothing is happening there related to this stuff now. Will something happen there in the future? Undoubtedly something will ... perhaps even something as potentially 'transformative' as was promised ... although whether it happens in the way it was originally marketed or advertised: Your guess is as good as mine." In retrospect, the rather short half-life of an unfortunate number of such aborted projects can largely be measured not by things actually implemented 'on the ground', but rather by PowerPoint presentations and press releases. (A rather charitable characterization of what happened in some such cases, but one that is not always or necessarily more accurate, might be that people were 'overly optimistic' or that someone or some group 'was simply ahead of her/their time'. Technology folks sometimes just dismiss such efforts as 'vaporware'.) When it comes to educational technology projects, most of the press attention tends to come when new initiatives of these sorts are announced, with some momentum continuing on for awhile in the early days of a project, especially when, for example, kids get new tablets for the first time, an occasion that presents a nice, and ready-made, photo opportunity (not that such things are ever conceived of as photo opportunities, of course!). Then, often: Silence. Projects that do get implemented, and last for awhile, tend eventually to be crowded out of the popular consciousness by the latest and greatest new (new!) thing -- and, when it comes to the use of technology in education, one thing can be certain: There is always a next new (new!) thing. (In addition to lots of press attention, the well-known One Laptop Per Child project was the subject of many papers and presentations from academics in the early days that were largely speculative -- e.g. here's what could happen -- and theoretical -- e.g. here's a pedagogical approach whose time has come. Only recently have we started to see more deliberative, rigorous academic work looking at actual implementation models, and what has happened as a result.) --- For me, the most interesting part of the use of technology in education isn't the planning for it (although I spend a lot of time helping people who do that sort of thing) nor the evaluation of the impact of such use (I spend a lot of time on that stuff as well). The most interesting part is implementation -- because it's so messy; because a fidelity to certain theoretical constructs and models often comes into rude collision with reality; because that's where you really *learn* about what works, and what doesn't, and what impact the whole enterprise may be having. How are kids, and teachers, actually using the stuff? What unexpected problems are people having -- and how are they being addressed? What is changing or happening that is interesting or surprising that wasn't part of the original plan, but which is potentially quite exciting? One place where things have actually happened related to technology use in education, and where they continue to happen, at a rather large scale, is Portugal. --- Back in 2012, we had a small event here at the World Bank that attempted to share some of the lessons learned from recent Portuguese experiences in introducing new technologies into the education sector (see Around the World with Portugal's eEscola Project and Magellan Initiative). The U.S.-based Consortium for School Networking (CoSN) released a report last month as a follow-up to a study visit to Portugal in late 2013. While written from a North American perspective and for a North American audience, "Reinventing Learning in Portugal: An Ecosystem Approach" provides a useful lens through which an outsider, regardless which continent she calls home, can start to take stock of some of the high level lessons from the ongoing Portuguese experience. (Side note: I would also be quite interested to read a companion report at some point that focuses on what went wrong in Portugal, and what changed as a result; I am a big believer in the power and value of learning from failure.) --- Countries interested in learning about the 'impact' of efforts to introduce and sustain the use of technologies to benefit education in Portugal might do well to understand the context of what has happened in Portugal, and the circumstances that may make it either unique, or a good comparator, to their own national circumstances. A quick review of what's happened in Portugal:
En ocasiones, el acceso a internet de los estudiantes y los centros educativos es limitado, pero eso no debe desalentarnos a la hora de utilizar variados y originales recursos de calidad en nuestras clases. ¿Quieres saber cómo? Prueba con los contenidos digitales offline.
La gamificación es una apuesta de futuro en el presente, una técnica que busca la estimulación y la motivación de los alumnos. Extraer todos los valores positivos del juego a favor de un proceso de aprendizaje es un plus que debería tener un hueco en las dinámicas educativas en el ámbito académico y familiar.
Via Cátedra UNESCO EaD
Dicho lo anterior, lo demás viene sólo. Siempre se puede mejorar la competencia educativa, digo digital, porque siempre hay algo que aprender: herramientas, tipos de actividades, metodologías... Siempre se deben utilizar las TIC en cualquier metodología porque las TIC son inherentes al aprendizaje expandido y ubicuo y, sobre todo, en el ABP y son necesarias para que el alumnado entienda que está en el mundo real y no en un mundo ajeno y lejano. Y de entre las competencias educativas, digo digitales, deben destacar las siguientes: Capacidad para compartir en la redCapacidad para crear y gestionar una identidad digital.Capacidad para utilizar herramientas de trabajo colaborativo.Para finalizar, creo que la mejor formación en la competencia educativa, digo digital, es la formación entre iguales, los MOOC como este y, sobre todo, que l@s docentes entiendan que sin TIC no somos nada (o casi nada).
Via L. García Aretio, juandoming, Edumorfosis, Cacho Mazzoni
El último gadget de Google, Google Glass, salió al mercado -aunque como prototipo para que probaran algunos usuarios aventajados- hace unas pocas semanas. La empresa ya ha anunciado que quiere introducir su nueva tecnología en el mundo de los negocios. ¿Estará el sector educativo entre las prioridades de Google?
Hoy os vamos a contar qué equipo de profesionales es necesario que haya detrás de un curso de eLearning (de un curso de “alta gama” lógicamente) y sus horas de trabajo. ¿Sabéis que aproximadamente por cada hora de ...
Via Rolando Aguilar Alvarez
“A new infographic, released by DreamBox Learning, “Blended Learning: 10 Trends,” gives a snapshot on how right now, making student learning is more personalized, more engaging, and more collaborative is what’s driving innovation.”
Via L. García Aretio