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Educación flexible y abierta
Algunas cosas sobre nuevas metodologías en entornos virtuales de aprendizaje
Curated by Jesús Salinas
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CAST: Universal Design for Learning

CAST: Universal Design for Learning | Educación flexible y abierta | Scoop.it

"Universal Design for Learning(UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."

Lots of resources shared via Diigo too.


Via Anne Whaits
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e4innovation.com » Connectivity and implications for learning

e4innovation.com » Connectivity and implications for learning | Educación flexible y abierta | Scoop.it

I really like this post by Grainne Conole for she sketches the real picture of connectivity as it impacts on learning (and certainly my own experience of the network for learning).

"The potential of such a vast, intelligent network for learning is clear; offering a plethora of ways in which learners and teachers can access and interact with information, and to communicate and collaborate. Nonetheless, the sheer complexity of the network also brings challenges."

A list of the implications for learning are offered and questions raised around learning design. "Recognising that learning now takes place in this rich dynamic ecology of technologies is a fundamental challenge facing educators and in particular has implications for how learning is designed for in this context."


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11 Harmful Myths About How We Learn | Online Universities

11 Harmful Myths About How We Learn | Online Universities | Educación flexible y abierta | Scoop.it
By Staff Writers

Learning happens. Everyone picks up information at their own individual pace, yet myths painting different demographics and techniques with a broad brush still creep their way into classrooms and the public consciousness alike. Feeding into them, however, proves exceptionally problematic to child and adult students hoping to eke through life with the skills they need to accomplish their goals. Parents, administrators, faculty, and even the students themselves might want to start chipping away at the following misconceptions first

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Los itinerarios de aprendizaje mediante mapas conceptuales como recurso para la representación del conocimiento Edutec-e. Revista Electrónica de Tecnología Educativa

Los itinerarios de aprendizaje mediante mapas conceptuales como recurso para la representación del conocimiento Edutec-e. Revista Electrónica de Tecnología Educativa | Educación flexible y abierta | Scoop.it

Edutec-e Revista Electrónica de Tecnología Educativa... núm 39

De Benito, B.; Darder, A.; Salinas, J.: Los itinerarios de aprendizaje mediante mapas conceptuales como recurso para la representación del conocimiento

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EURODL | OER, Resources for learning – Experiences from an OER Project in Sweden

EURODL | OER, Resources for learning – Experiences from an OER Project in Sweden | Educación flexible y abierta | Scoop.it

Ebba S. I. Ossiannilsson, Alastair M. Creelman

This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.

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Theguardian| Higher education network | In praise of the long distance learning student

Theguardian| Higher education network | In praise of the long distance learning student | Educación flexible y abierta | Scoop.it
Lecturer James Derounian explores the loneliness of the long distance learning student and celebrates their commitment, hard work and long hours...
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Digital Differentiation ~ Cool Tools for 21st Century Learners

Digital Differentiation ~ Cool Tools for 21st Century Learners | Educación flexible y abierta | Scoop.it

Tools for differentiation.


Via Jenny Gilbert, Louise Robinson-Lay
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The Role of Tech vs The Purpose of Education | DMLcentral

The Role of Tech vs The Purpose of Education | DMLcentral | Educación flexible y abierta | Scoop.it

By LYNDSAY GRANT March 26, 2012 - 4:25pm

Working in the field of digital media and learning, where the important role of new technologies in learning seems self-evident, the slow pace of change in mainstream education can feel frustrating. Responding to this challenge, we give a lot of attention to thinking about ways to support and encourage teachers to make greater use of the opportunities presented by digital media, but perhaps we should spend more time considering how and why technologies come to be used, or not used, in the first place.

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How to do open research: 5 basic principles | opensource.com

How to do open research: 5 basic principles | opensource.com | Educación flexible y abierta | Scoop.it

Great succinct article about open research

 

There are some pretty basic things that a researcher can do to make their work into an open content project. Here are a few:

1. Radical realtime transparency.

2. Make work findable.

3. Make participation as low-barrier as possible.

4. Update in a regular rhythm.

5. Reach out in backchannel to bring people to the public space.


Via OER Hub, Score Project, Ana Rodera
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Student Owned Learning Engagement Model

Student Owned Learning Engagement Model | Educación flexible y abierta | Scoop.it
This Student Owned Learning Engagement Model sounds useful. Simon Atkinson elaborates in his paper: “Expectations of systematized pedagogical planners and embedded templates of learning withi...
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ADU Online | Teaching Flexibly

ADU Online | Teaching Flexibly | Educación flexible y abierta | Scoop.it

Academic Development Unit UNE

 

Teaching Flexibly is a compulsory program for academic staff new to UNE. It’s designed to introduce staff to both online teaching methods and the learner context of UNE – a major distance/online education provider and a small, rural university with a unique demographic. While particularly useful for those who have previously taught in largely face to face contexts and those in their first teaching position, staff with previous online teaching experience will still find value in the program as a way to expand your teaching strategies and become familiar with UNE’s online environment.

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A comparison of 2 technology integration frameworks

A comparison of 2 technology integration frameworks | Educación flexible y abierta | Scoop.it

A guidance framework is required. Should the framework be an explicit set of measurable standards or descriptive target areas? The two best frameworks that I have found for technology integration are the International Society for Technology in Educations ‘NET standards’ and the “21st century fluencies” developed as part of the 21st century fluency project.


Via Nik Peachey
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Kelly's Contemplation | 3 Things to Know About Agile

Kelly's Contemplation | 3 Things to Know About Agile | Educación flexible y abierta | Scoop.it
As a traditional waterfall project manager, I am now engulfed in the ways of Agile and wanted to share a few thoughts that every newbie must keep in mind as they move to the other side of the track...
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2012 Follow the Sun — University of Leicester

2012 Follow the Sun — University of Leicester | Educación flexible y abierta | Scoop.it

Online Learning Futures Festival
Futures for Knowledge
27–30 March 2012

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Enquête 2011 sur l'e-learning dans l'entreprise - AWT

Enquête 2011 sur l'e-learning dans l'entreprise - AWT | Educación flexible y abierta | Scoop.it

L'Agence Wallonne des Télécommunications a enquêté : 

 

- 78 % des entreprises proposent ou commencent à proposer des formations en ligne (65% en 2010). 
- 81% des entreprises déclarent faire du sur-mesure (comme en 2010). 
- 72 % des cours e-learning sont dispensés en auto-formation

- La voix et la vidéo font une véritable percée en tant que standards dans les modules e-Learning.

- Claroline est de loin la plateforme (LCMS) la plus utilisée pour la diffusion des contenus e-learning, devant Moodle et SAP Learning Management.


Via Gilles Le Page
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lelapin's comment, March 28, 2012 2:22 AM
la question subsidiaire est: est-ce que ces formations sont disponibles pour tous les niveaux ou seulement réservés à l'encadrement? La formation en entreprise, en règle générale, est reconnue comme étant très inégalitaires en plus d'être floue quant à son contenu.
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Edutec-e. Revista Electrónica de Tecnología Educativa

Edutec-e. Revista Electrónica de Tecnología Educativa | Educación flexible y abierta | Scoop.it

Edutec-e Revista Electrónica de Tecnología Educativa  núm 39 

Lourdes Morán.
Blended-Learning. Desafío y oportunidad para la educación actual.
Bárbara de Benito Crossetti, Antònia Darder Mesquida y Jesús Salinas Ibáñez.
Los itinerarios de aprendizaje mediante mapas conceptuales como recurso para la representación del conocimiento.
Nora Raquel Nappa y Susana Beatriz Pandiella.
Estudio y aplicación de objetos de aprendizaje a través del uso de recursos educativos abiertos.
Yoilán Fimia y Ileana Moreno Campdesuñer.
El portafolio digital y su impacto en la calidad del proceso de evaluación del aprendizaje.
María Victoria López, Gladys N. Dapozo, Cristina L. Greiner y María C. Espíndola.
Entorno virtual como soporte a la formación de informáticos en una Universidad del Nordeste Argentino.
Luisa Torres Barzabal, Esther Prieto Jiménez y Luis López Catalán.
Entornos virtuales de enseñanza-aprendizaje. Evaluación del uso de las herramientas virtuales en el Máster de Educación para el Desarrollo.
Verónica Marín Díaz, Ana I. Vázquez Martínez, Mª del Carmen Llorente Cejudo y Julio Cabero Almenar.
La alfabetización digital del docente universitario en el Espacio Europeo de Educación Superior.
Joan Francesc Fondevila Gascón, Marta Carreras Alcalde y Josep Lluís del Olmo Arriaga.
Impacto de las Tecnologías de la Información y la Comunicación en la elección de universidad: el caso de internet y las redes sociales.
Eliseo Arturo Sandoval Medellin, Rosa García Torres y María Soledad Ramírez Montoya.
Competencias tecnológicas y de contenido necesarias para capacitar en la producción de recursos de aprendizaje móvil.

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Zonas de desarrollo próximo, Entornos Personales de Aprendizaje e Internet como derecho Fundamental. | Relpe

Zonas de desarrollo próximo, Entornos Personales de Aprendizaje e Internet como derecho Fundamental. | Relpe | Educación flexible y abierta | Scoop.it

Cuando hablamos de internet lo hacemos de una nueva oportunidad de paliar las desigualdades, de un medio extremadamente potente en cuanto a la generalización de las posibilidades de acceso a uno de los derechos más fundamentales y universales, el que en mayor medida va a garantizar que sobrevivamos a cualquiera de las crisis por llegar: el del acceso a la educación.


Todo ello me hace pensar en un tema sobre el que escribíamos hacer tiempo, el de la actualidad y la fuerza todavía del concepto de Zona de desarrollo próximo. Decíamos que con internet, con los conceptos de Red y/o entorno personal de aprendizaje, una de las ideas más interesantes de la teoría de Vygotski debía ser revisada.


Via Diana Salazar, Juan Silva
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Tools (and Spaces) for Self Organised Learning Environment (SOLE) | FLOSSE Posse

Tools (and Spaces) for Self Organised Learning Environment (SOLE) | FLOSSE Posse | Educación flexible y abierta | Scoop.it

The self organized learning environment (SOLE) is a model to adapt school space to facilitate inquiry based learning. The idea is simple and powerful: “A teacher encourages their class to work as a community to answer questions using computers with internet access“.


Via Nik Peachey, Ebba Ossiannilsson
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Digital Scholarship and the Online Learner | Online College Tips – Online Colleges

Digital Scholarship and the Online Learner | Online College Tips – Online Colleges | Educación flexible y abierta | Scoop.it
As an online student, you are at the intersection of academia and technology. This is an exciting and dynamic place to be as educators across disciplines explore new ways to engage in scholarly pursuits and enhance learning ...

Via Martin Weller
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Veille strategique - moteurs de recherches de données publiques

Veille strategique - moteurs de recherches de données publiques | Educación flexible y abierta | Scoop.it

Quelques moteurs de recherches verticaux riches en informations strategiques dans la cadre d'une veille strategique...


Via Frédéric DEBAILLEUL
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Personal Learning Network - guest lecture for @virtualmv

Guest lecture for Michael Verhaart's Digital Learning Technologies paper at Eastern Institute of Technology...
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New ways of spreading science/ Las nuevas vías de comunicación de la ciencia

New ways of spreading science/ Las nuevas vías de comunicación de la ciencia | Educación flexible y abierta | Scoop.it
The social impact of science depends on a broad range of factors, some linked to the way scientific knowledge is produced, some to the way it is distributed to actors outside the knowledge producti...

Via Joaquin Sevilla
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Designing and implementing e-learning - Australian Flexible Learning Framework

Overview of Learning design

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El liderazgo docente en comunidades de práctica - Dialnet

Beatrice Avalos
 Educar, ISSN 0211-819X, Nº 47, 2, 2011

El artículo examina la relación entre liderazgo y participación de los docentes en comunidades de práctica, desde la perspectiva de la literatura y la investigación sobre el tema. Comienza con una discusión sobre los conceptos teóricos involucrados: comunidades de práctica, aprendizaje y liderazgo docente. El texto sigue con un análisis de cómo se aprende en comunidades de práctica, utilizando ejemplos de experiencias concretas y relacionándolo con la influencia de los contextos en que estas comunidades se desarrollan. Finalmente, también sobre la base de la literatura sobre el tema, el artículo se centra en los liderazgos desarrollados en el seno de comunidades de práctica y en aquellos que se proyectan externamente, pero a partir de la experiencia de ser parte de una de estas comunidades.

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