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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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Designing the professional development of staff for teaching online: an OU (UK) case study

Designing the professional development of staff for teaching online: an OU (UK) case study | Educación flexible y abierta | Scoop.it

Macdonald, J., & Poniatowska, B. (2011). Designing the professional development of staff for teaching online: an OU (UK) case study. Distance Education: Vol. 32, No. 1, pp. 119-134.


Via Steven Verjans
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Learning with 'e's: (re)Designing learning in a digital world

Steve Wheeler

 Keynote speeches to academic staff at Massey University on the Palmerston North and Wellington campuses this week were accompanied by the slides above

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La realidad del aprendizaje virtual » DigiZen: Un blogfesor Aprendiendo

La realidad del aprendizaje virtual » DigiZen: Un blogfesor Aprendiendo | Educación flexible y abierta | Scoop.it

Me han sorprendido los 7 principios de Chickering y Gamson (1991). Vale la pena echarles una ojeada.

Para una visión actualizada del mismo Chickering (no confundir con el Chicken chicken... :-) ver su actualización en:

Chickering, A.W. y Gamson, Z.F. (1999). Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. En New Directions for Teaching and Learning, Volume 1999, Issue 80, pages 75–81, Winter 1999.
http://onlinelibrary.wiley.com/doi/10.1002/tl.8006/abstract


Via Antonio Bartolome
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Projecte #MetaOER - Documents en Obert | UOC UNESCO Chair in e-Learning | Octeto

Projecte #MetaOER - Documents en Obert | UOC UNESCO Chair in e-Learning | Octeto | Educación flexible y abierta | Scoop.it

La cátedra UNESCO de la UOC en e-Learning nos invita a conocer su proyecto #MetaOER (recursos en abierto sobre recursos educativos en abierto). Un espacio dentro del repositorio institucional de la UOC en el que se recogen documentos clave sobre el tema:

"Us convidem a fer una ullada a la petita selecció de materials clau que hi tenim de moment (alguns d'ells traduïts per més comoditat), uns tan emblemàtics com la Declaració de Ciutat del Cap per a l'Educació Oberta, altres tan novedosos com l'Obertura com a catalitzador per a la reforma de l’ensenyament de David Wiley o d'altres eminentment pràctics com Embedding Creative Commons Licences into Digital Resources del JISC."

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Alvaro Galvis: Ambientes Virtuales de Aprendizaje: Creación y facilitación

Está a disposición mi video conferencia -- Ambientes Virtuales de Aprendizaje: Creación y facilitación http://www.youtube.com/watch?v=WmR1J7TH4B8&feature=share

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The State of ELearning in Canadian Universities: If Students Are Digital Natives, Why Don’t They Like ELearning?

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The purpose of this paper is to try to redress the balance of the discussion about e-learning by putting the voices of the learners themselves at centre stage. Whether one buys the “digital natives” theory or not, or whether one believes that e-learning can help “bend the cost curve” in higher education, these resources are now being rolled out on such a scale that it is important to understand how the people they are intended to benefit actually view them.

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http://higheredstrategy.com/wp-content/uploads/2011/09/InsightBrief42.pdf


Via Paulo Simões
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Learning in the 21st Century Workplace

Learning in the 21st Century Workplace | Educación flexible y abierta | Scoop.it

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Choosing the right feedback to listen to and responding to it is the key to optimizing speed, connections, and intangibles. Honest, rigorous feedback can identify dead wood that has outlived its usefulness. When a practice is not producing results, it’s time to unlearn it. Feedback also provides the incentive for adopting new practices. After-action reviews work for the military, for Israeli defense forces, for clued-in organizations. Rigorous transparency promotes agility. Feedback fuels evolution.

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Via Paulo Simões
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Panton Principles

Science is based on building on, reusing and openly criticising the published body of scientific knowledge.
For science to effectively function, and for society to reap the full benefits from scientific endeavours, it is crucial that science data be made open.


Via Martin Weller
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Cuaderno de campo: Aprendizaje difuso

Cuaderno de campo: Aprendizaje difuso | Educación flexible y abierta | Scoop.it

Via Angel Pio Gonzalez Soto
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Connecting to the LIS Online Community: A new information professional developing a Personal Learning Network

Abstract:
Social networking tools and Web 2.0 technologies provide opportunities for library and information science (LIS) professionals to connect and learn from one another by developing a Personal Learning Network (PLN). As a new information professional, immersing into the online LIS community can appear daunting at first. The purpose of this paper is to reflect upon and share my learning experiences from the beginning stages of developing my own PLN. A methodical approach was taken, which includes a literature review of supporting concepts; using statistical analysis of PLN growth and
participation; seeking insights, ideas and opinions via Twitter, and documenting my learning and development with reflective writing practices.

http://conferences.alia.org.au/nls5/papers/Alisa_Howlett.pdf


Via Paulo Simões
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Learning 3.0: Closing the Distance in Distance Learning

A look at the impact of Interactive web-casting on the development of Distance Learning. Looking at the benefits that interactive learning and online mentoring can bring.
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Una nueva comprensión de la integración de las TIC basada en el curriculum - Judi Harris

Una nueva comprensión de la integración de las TIC basada en el curriculum - Judi Harris...

Via José Cuerva
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Media for formal learning | Onlignment

Media for formal learning | Onlignment | Educación flexible y abierta | Scoop.it

BY CLIVE SHEPHERD

Throughout 2011 we will be publishing extracts from The New Learning Architect. We move on to the seventh part of chapter 7

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The formal learning toolkit | Onlignment

The formal learning toolkit | Onlignment | Educación flexible y abierta | Scoop.it

BY CLIVE SHEPHERD

Top-down approaches
Formal learning is most commonly organised on a top-down basis by employers for their employees. They have a wide range of options at their disposal...

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Ask a student, how does your teacher learn? - THE DAILY RIFF - Be Smarter. About Education.

Ask a student, how does your teacher learn? - THE DAILY RIFF - Be Smarter. About Education. | Educación flexible y abierta | Scoop.it
"They (educators) need to be able to model
their own learning process for their students.
Ask just about any student how much her teacher knows, and you'll get a quick answer.
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Growth In Formal Learning | Upside Learning Blog

Growth In Formal Learning | Upside Learning Blog | Educación flexible y abierta | Scoop.it

There has been a lot of talk about informal and social learning vs. formal learning. There is so much about it on the internet, that we wonder sometimes if formal learning has any sort of place in the future of learning at all. The fact hasn’t change, formal learning will exist in the future. There are a variety of reasons for it; but let’s just quickly delve into it a bit.

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¿Cómo será la Web 4.0? | The Inquirer ES

¿Cómo será la Web 4.0? | The Inquirer ES | Educación flexible y abierta | Scoop.it
Un reciente estudio de Nova Spivack, uno de los máximos responsables de la empresa Radar Networks, ha ofrecido su visión de lo que será la evolución de...

Via Antonio Bartolome
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Apps

Apps | Educación flexible y abierta | Scoop.it

Learning Apps projects at Graz University of Technology


Via Martin Ebner
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Thot Cursus: Tuteurs et communautés

Thot Cursus: Tuteurs et communautés | Educación flexible y abierta | Scoop.it

Thot Cursus - Formation et culture numérique

L'environnement humain de l'apprenant en ligne est composé de deux acteurs essentiels : le tuteur et le groupe des pairs, souvent réunis en communautés d'apprentissage.

Le tuteur à distance est un nouveau venu parmi les acteurs de la formation. Ses tâches, son statut, ses qualifications se structurent progressivement.

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Metaphors of Collaborative Learning | Dreaming Weaving Learning

Metaphors of Collaborative Learning | Dreaming Weaving Learning | Educación flexible y abierta | Scoop.it
I have tried  balancing my learning as others wanted and expected me to.

And I have often failed miserably.

Why?

Learning may be perceived as the acquisition of knowledge, as participatio...
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Working with subject experts 3 – asking the right questions | Onlignment

Working with subject experts 3 – asking the right questions | Onlignment | Educación flexible y abierta | Scoop.it

BY CLIVE SHEPHERD

There are plenty of ways of getting the information you need. The worst way is to get the SME to produce a PowerPoint deck. What you will get is far too much information, expressed almost entirely in bullet points. The SME will be aware that this isn’t the finished article, but expects that somehow you will weave your magic by adding a load of pictures and other decorations, and sticking a quiz on the end. But you’re not going to do that, are you?

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Los itinerarios de aprendizaje a través de mapas conceptuales como estrategia de innovación metodológica | Grupo de Tecnología Educativa

Los itinerarios de aprendizaje a través de mapas conceptuales como estrategia de innovación metodológica | Grupo de Tecnología Educativa | Educación flexible y abierta | Scoop.it

De Benito, B., Salinas J., Darder A., & Marín V.

El estudio se enmarca dentro de un proyecto de innovación docente realizado en la Universitat de les Illes Balears, y se trata de la continuación del proyecto solicitado el curso pasado (2009-10) con el título: Itinerarios en la creación de entornos de enseñanza-aprendizaje significativos, del que ya presentamos los resultados en Darder, de Benito, Escandell, Salinas (2010), Darder, de Benito, Bertrán, Bosch (2010) y de Benito, Darder, Salinas, Cañas (2010). Consideramos que los itinerarios de aprendizaje basados en mapas conceptuales suponen una potente herramienta ya que facilitan la estructuración de los contenidos y pueden utilizarse como guía y orientación de los alumnos en la secuencia de aprendizaje. Así como, ayuda a organizar la información que puede ser trabajada de forma no lineal, mostrando posibles secuencias a seguir por los alumnos a través de los contenidos.

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Improvisation Blog: Visualisation and Allegory

Improvisation Blog: Visualisation and Allegory | Educación flexible y abierta | Scoop.it

The most powerful way of coordinating the attention of a large number of individuals is to tell a story. In a highly complex world however, it is often difficult to identify the story to tell: there are indeed so many stories, and often the narrator is tied up in the narrative. But at any moment, I think it is not impossible to identify the story.

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Structuring Personal Learning Environments for Students: Useful Guidance from Wendy Drexler

Structuring Personal Learning Environments for Students: Useful Guidance from Wendy Drexler | Educación flexible y abierta | Scoop.it

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The most interesting part of Drexler’s essay steps away from the particular technological tools and techniques which PLE’s entail and focuses instead on what this means for teaching and learning. Teachers, she explains, are no longer the primary or even the best source of information available to students, and our work must increasingly attend to supporting students in developing their skills and motivations for becoming themselves networked and sophisticated online learners. Consider as an example the way the student in the video above consults experts around the world on her subjects of inquiry.

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Via Paulo Simões
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Comment les jeunes vivent-ils et apprennent-ils avec les nouveaux médias ?

Comment les jeunes vivent-ils et apprennent-ils avec les nouveaux médias ? | Educación flexible y abierta | Scoop.it

D'où que l'on regarde, quand on parle du rapport des jeunes à l'Internet et aux réseaux sociaux, tout le monde évoque d'abord les risques, les dangers, les menaces qui pèsent sur eux. Des dangers qui justifient bien souvent toutes les dérives sécuritaires... Pourtant, les chercheurs dénoncent largement ce retournement, cette tentation anxiogène de l'hypercontrôle qui définitivement n'aidera ni les parents ni les jeunes à aborder et comprendre les formes des nouvelles sociabilités qui se développent en ligne. ...


Via Claire Boutin
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