Entornos y Redes - CUED
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Entornos y Redes - CUED
Redes para el aprendizaje. Entornos virtuales para el aprendizaje (Plataformas, PLE, PLN...)
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Sitios de la CUED y +

Sitios de la CUED y + | Entornos y Redes - CUED | Scoop.it

 

CUED

Web de la CUED: http://www.uned.es/catedraunesco-ead/

redCUED: http://redcued.ning.com

Lista Cuedistancia: http://www.uned.es/cued/Requisitos_CUED-L.htm

Blog CUED: http://blogcued.blogspot.com/

Blog EaD y TIC: http://lgaretio.wordpress.com/

EaD en español (Tumblr): http://lgaretio.tumblr.com/
BENED (Paper.li): http://www.uned.es/bened/

Semanal CUED (Paper.li): http://paper.li/cued_/1308909340

Scoop.it CUED: http://www.scoop.it/t/cued
Scoop.it docuCUED: http://www.scoop.it/t/docucued

Scoop.it Entornos: http://www.scoop.it/t/entornos-cued

Scoop.it MOOC: http://www.scoop.it/t/mooc-cued

Scoop.it b-learning: http://www.scoop.it/t/b-learning-by-cued3-uned

Scoop.it m-learning: http://www.scoop.it/t/m-learning-by-cued3-uned

EaD y TIC (Pinterest): http://www.pinterest.com/lgaretio/
La CUED en Twitter: https://twitter.com/#!/cued_

La CUED en Facebook: http://on.fb.me/ncDGot

Blog Aula Magna 2.0: http://cuedespyd.hypotheses.org/

 

RIED

RIED (OJS): http://revistas.uned.es/index.php/ried

RIED (UTPL): http://ried.utpl.edu.ec/ ;

Blog de la RIED: http://blogderied.blogspot.com.es/

RIED en Scoop.it: http://www.scoop.it/t/ried-revista-iberoamericana-de-educacion-a-distancia

RIED en Facebook: https://www.facebook.com/EADRied?fref=ts

RIED en Twitter: https://twitter.com/revistaRIED

RIED en Google Scholar: http://scholar.google.es/citations?user=NxXuSOkAAAAJ&hl=es

 

García Aretio

Blog Contextos universitarios mediados: http://aretio.hypotheses.org/

Blog García Aretio: http://aretio.blogspot.com/

Blog Aula Magna 2.0: http://cuedespyd.hypotheses.org/

Scoop.it EaD: http://www.scoop.it/t/educacion-a-distancia-ead/

Twitter, @lgaretio: https://twitter.com/#!/lgaretio

Facebook: https://www.facebook.com/lgaretio

Linkedin: http://www.linkedin.com/

Google +: https://plus.google.com/114956719477503638538/posts

Diario Twitter de García Aretio: http://paper.li/lgaretio/1307691426

Tweetedtimes de García Aretio: http://tweetedtimes.com/#!/lgaretio


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António Leça Domingues's curator insight, May 9, 2015 7:21 AM

Lista de links importantes no campo da educação à distância.

Jesus Maria Garcia Martin's curator insight, November 1, 2015 5:08 AM

añada su visión ...

Nathalie Ferret's curator insight, December 9, 2015 6:37 AM

Following...

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Previous LMS For Schools Moving to Canvas in US and Canada -

Previous LMS For Schools Moving to Canvas in US and Canada - | Entornos y Redes - CUED | Scoop.it
By Phil HillMore Posts (405) During the most recent quarterly earnings call for Instructure, an analyst asked an interesting question (despite starting off from the Chris Farley Show format).
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Investigación-acción como metodología para el diseño de un serious game | Contreras Espinosa | RIED. Revista Iberoamericana de Educación a Distancia

Investigación-acción como metodología para el diseño de un serious game | Contreras Espinosa | RIED. Revista Iberoamericana de Educación a Distancia | Entornos y Redes - CUED | Scoop.it
Investigación-acción como metodología para el diseño de un serious game

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Future of Learning: Digital, distributed, and data-driven

Presented to NKUL at Trondheim, Norway

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Free Technology for Teachers: How to Create Audio Slideshow Videos on Stupeflix (No sign-in required)

Free Technology for Teachers: How to Create Audio Slideshow Videos on Stupeflix (No sign-in required) | Entornos y Redes - CUED | Scoop.it

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So you want to be an Instructional Designer?

So you want to be an Instructional Designer? | Entornos y Redes - CUED | Scoop.it

Good listener. People person. Lifelong learner. Sound like you? No, we’re not trying to arrange a first date. These are some common traits of people with successful careers in a booming job market: instructional design.

Colleges, K-12 schools and companies increasingly turn to instructional designers to help them improve the quality of teaching in in-person, online or blended-learning environments.

Once-lonely techies who helped faculty figure out Blackboard and dwelled in university IT departments, IDs now are growing in number and gaining celebrity status at their institutions. Arizona State University employs roughly 40 of them, and the role ranks among The Chronicle of Higher Education’s “Top Trends of 2016."


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Digital competences in the classroom: An #eTwinning virtual lecture

Digital competences in the classroom: An #eTwinning virtual lecture | Entornos y Redes - CUED | Scoop.it
The topic of my lecture was digital competence and how to make it real in the classroom. To start with, I needed to adopt a critical stance here: the point about this competence in particular is that probably it is the only competence which is business-driven. That is, the competence is inoculated in society via the consumption of electronic goods and devices, not at school or through educational practices. In fact, technology is much more present at home and workplaces than at school (should we say “unfortunately” here?).

This provokes a double tension: on the one hand, we feel the lure to keep up with electronic firms and their yearly presentations of new devices and electronic solutions; on the other hand, school must remain in control of the presence, the use and the functions of ICT at education because the industry may want to use more but we may need better instead.

Anyway, the digital competence is here to stay. In this lecture I have tried to review Anusca Ferrari’s definition of the digital competence together with some of the ways we in Conecta13 have been working on to develop it and make it useful for our students and society in general: the generation of a personal/professional learning environment in which ICT play an important role, the use of ICT to manage learning and teaching and for the creation of digital artifacts and, finally, the importance of a school project to guarantee the efficient development of all the students’ digital competence (and their parents’ and the whole community’s competence as well).

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What Is Creative Commons and Why Does It Matter?

What Is Creative Commons and Why Does It Matter? | Entornos y Redes - CUED | Scoop.it
Empower students to explore the creative potential of open resources.

Via Tom D'Amico (@TDOttawa)
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Tony Guzman's curator insight, May 9, 10:52 AM
This article will help you understand what Creative Commons is and why you and your students should leverage it within your teaching and learning.
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How Video Conferencing Can Improve Education - by TeachThought

How Video Conferencing Can Improve Education - by TeachThought | Entornos y Redes - CUED | Scoop.it
by TeachThought Staff

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Pensamiento Computacional dentro y fuera del aula | Blog de INTEF

Pensamiento Computacional dentro y fuera del aula | Blog de INTEF | Entornos y Redes - CUED | Scoop.it

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9 Rules For Digital Citizenship - TeachThought

9 Rules For Digital Citizenship - TeachThought | Entornos y Redes - CUED | Scoop.it
Are there ‘rules’ for digital citizenship? And how are the unique from non-digital, ‘local’ citizenship?

These are the questions the fine folks at ISTE tackled in the follow infographic that seeks to clarify ‘norms’ for citizenship in the digital age. We’ve offered a definition for digital citizenship in the past, and this graphic takes that idea and adds general advice for what this might look like in action. ISTE explains,

“Many of the hallmarks of any good citizen–from being respectful and responsible to doing what’s right–are key elements of digital citizenship as well. But students must learn how to apply these tried and true qualities to the realities of the digital age.” While some of the rules may be a bit over-general (7. A good citizen upholds basic human rights…) or curious in topic (6. A good citizen spends and manages money responsibly…), as practical examples of a vague idea, they work well.

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¿Qué es el aprendizaje basado en competencias?

¿Qué es el aprendizaje basado en competencias? | Entornos y Redes - CUED | Scoop.it
juandon   El aprendizaje basado en competencias es un enfoque de la educación que se centra en la demostración de los resultados de aprendizaje deseados como el centro del proceso de aprendizaje del estudiante. Se refiere principalmente a la progresión del estudiante a través de planes de estudio a su propio ritmo, profundidad, etc. Como…

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Heraclio Muñoz Cruz's curator insight, April 19, 8:57 AM
Aprendizaje basado en competencias?

Sonia Salgado's curator insight, April 19, 9:37 AM
#competencias
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Las TIC como recursos de Evaluación

Ponencia de Antonio Delgado (@Edumorfosis)  para el 3er Seminario Virtual Gratuito. Ofrecido en la plataforma BlackBoard Ultra, de la Universidad de San Martín de Porres (Perú).


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Tablet use in schools: a critical review of the evidence for learning outcomes - Haßler - 2015 - Journal of Computer Assisted Learning - Wiley Online Library

Tablet use in schools: a critical review of the evidence for learning outcomes - Haßler - 2015 - Journal of Computer Assisted Learning - Wiley Online Library | Entornos y Redes - CUED | Scoop.it

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Comparación de los hábitos y perfil del lector digital entre Estados Unidos y España

Comparación de los hábitos y perfil del lector digital entre Estados Unidos y España | Entornos y Redes - CUED | Scoop.it
Alonso-Arévalo, Julio and Cordón-García, José-Antonio and Gómez-Díaz, Raquel Comparación de los hábitos y perfil del lector digital entre Estados Unidos y España. Anales de Documentación, 2014, vol. 17, n.
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[Hangout] Content Curation en Educación

Javier Guallar y Alfredo Vela, dos destacadas personalidades en la materia y en el social media, nos hablarán sobre content curation en educación.

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TIC Champagnat: ¿Cómo diferencias la educación 1.0, de la 2.0, de la recién llegada 3.0?

TIC Champagnat: ¿Cómo diferencias la educación 1.0, de la 2.0, de la recién llegada 3.0? | Entornos y Redes - CUED | Scoop.it

Via L. García Aretio
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Filipe Cálix's curator insight, May 11, 6:13 PM
Esclarecendo e pondo os conceitos em ordem.
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Distance Education: 5 Ways To Engage Adult Learners - eLearning Industry

Distance Education: 5 Ways To Engage Adult Learners - eLearning Industry | Entornos y Redes - CUED | Scoop.it
Want to know how to engage Adult Learners in distance education? Check 5 ways for engaging Adult Learners in distance education.
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Eduteka: Líneas de Tiempo 

Eduteka: Líneas de Tiempo  | Entornos y Redes - CUED | Scoop.it
Seccion Docentes de Área - EDUTEKA es el Portal gratuito para docentes y directivos escolares interesados en mejorar la educación con el apoyo de las Tecnologías de la Información y las Comunicaciones y en formar a sus estudiantes en el manejo de esas Tecnologías.

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Angel Vicentín's curator insight, April 21, 8:48 AM
Para crear Líneas de Tiempo....
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Crear presentaciones online y gratis con Buncee

Crear presentaciones online y gratis con Buncee | Entornos y Redes - CUED | Scoop.it
Crear presentaciones online es cada vez más frecuente, aunque aún resisten perfectamente herramientas clásicas de toda la vida como PowerPoint, porque podemos crearlas sin necesidad de instalar ningún software, directamente desde el navegador. Buncee es una de las nuevas alternativas para crear presentaciones en línea fácilmente.

Os comento que utilizar Buncee es gratis, dispone de una modalidad gratuita con muchas características, pero que también cuenta con una modalidad Plus de pago mensual que ofrece aún muchas más posibilidades. En cualquier caso sois libres de usar la versión gratuita para siempre o dar el salto a la versión Plus en cualquier momento.

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[PDF] Instructional Design in Higher Education

[PDF] Instructional Design in Higher Education | Entornos y Redes - CUED | Scoop.it
Learning — to some it is the sound of chalk on blackboards, the search through stacks of scribbled notes, and backpacks full of heavy textbooks. For others with a less traditional lens, learning is the summoning of professors with a click of a mouse, assignments no longer living on paper, but in a cloud, and the ‘classroom’ being everywhere. Education has changed considerably in recent years and we don’t expect it to slow down anytime soon. Because of the advancement of technology, institutions are able to reach more students than ever with the help of quality and accessible online courses. ‘eLearning’, ‘distance education’, ‘blended learning’, ‘online campuses,’ and other related programs have grown more prominent in higher education institutions. According to NCES data, there were 5.5 million students enrolled in distance education courses at degree-granting postsecondary institutions in fall of 2013.
 
There are many technologies flooding the market that help foster innovative teaching and learning. These tools, such as learning management systems, lecture capture systems, simulation creators, authoring, and video and audio tools, have flooded into the classrooms and lecture halls of higher education. However, the inference that these innovative tools aid learning should not be immediately assumed. With faculties’ full work load, learning and implementing new and often complex tools to improve their online pedagogy isn’t a priority. In fact, as the needs and tools of institutions have evolved, instructional designers have positioned themselves as pivotal players in the design and delivery of learning experiences. Instructional designers exist to bridge the gap between faculty instruction and student online learning. But who, exactly, are instructional designers? What do they do? Where do they fit in higher education?
 
In connection with the Next Generation Courseware Challenge from the Bill & Melinda Gates Foundation, we set out to find answers to these questions to help technology providers and institutions gain a better understanding about how instructional designers are utilized and their potential impact on student success.
 
In this report, we highlight the opinions instructional designers have of their backgrounds, experiences, and roles. We hope it lends a voice to their breadth of backgrounds, responsibilities, and viewpoints. This report, and the accompanying recommendations for change, can help you gain new insight and empathy for the potential of instructional design to accelerate effective innovation in higher education.
 

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OpenLibra | Evolución y Retos de la Educación Virtual

OpenLibra | Evolución y Retos de la Educación Virtual | Entornos y Redes - CUED | Scoop.it
Hablar de e-learning en la segunda década del siglo XXI no parece muy novedoso. Hay muchas obras importantes de referencia sobre el tema en la bibliografía…

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Diferencias entre modelo, enfoque, método, metodología, estrategia y recurso

Diferencias entre modelo, enfoque, método, metodología, estrategia y recurso | Entornos y Redes - CUED | Scoop.it
 
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Jose Ines Andrade's curator insight, April 26, 2:24 AM
Conceptos que siempre están presentes en nuestro trabajo diario. Saber la diferencia entre cada uno de ellos es obligatorio.
Karina Fernández's curator insight, April 26, 5:42 AM
Share your insight
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Tools for Professional Learning: Curate, Share, Connect

Tools for Professional Learning: Curate, Share, Connect | Entornos y Redes - CUED | Scoop.it
Edutopia blogger Beth Holland recalls how she came to recognize that professional learning embodies curating, sharing, and connecting, and reviews the tools that help her meet these needs.

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Ines Evaristo's curator insight, April 21, 10:13 AM
Ser curadores, compartir, conectar son términos que empiezan a emplearse en el aprendizaje; deberían estar integrados al proceso educativo. Algunas herramientas para explorarlas y elegir con cual nos conectamos mejor
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CUED: El por qué del aprendizaje en red!

CUED: El por qué del aprendizaje en red! | Entornos y Redes - CUED | Scoop.it

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Videojuegos y educación, una relación simbiótica

Videojuegos y educación, una relación simbiótica | Entornos y Redes - CUED | Scoop.it
Que la tecnología digital ha trastocado transversalmente la vida laboral, privada, pública e incluso la sociedad en general no es una novedad. Quizás lo que sí pueda parecer paradójico es que a pesar del parón mundial de la economía, el sector tecnológico y sus adyacentes no tienen visos de frenar su marcha.

Según datos de la Comisión Europea, en un futuro no muy lejano el 90% de los trabajos requerirán un cierto nivel de aptitudes digitales. Teniendo en cuenta esa proyección, la comisión lanzó en 2013 la llamada “Grand Coalition for Digital Jobs”, con la idea de reforzar la colaboración entre agentes públicos y privados para atraer a la gente joven hacia los programas educativos tecnológicos. Esos mismos datos que maneja la Comisión también apuntan a un ligero descenso de los graduados en disciplinas académicas STEM (Ciencias, tecnología, ingeniería y matemáticas). Esta demanda de perfiles STEM junto con el descenso de graduados supone una oportunidad de inserción laboral para los futuros estudiantes que cursen dichas disciplinas.

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