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Educación flexible y abierta
Algunas cosas sobre nuevas metodologías en entornos virtuales de aprendizaje
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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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In the project to educate our students to be digitally savvy and empower them to use the resources of the web to best pursue their own passions in learning as well as to research, evaluate, ...
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Clive on Learning | Running out of time

After the astonishing success of his free online course on Artificial Intelligence at Stanford University, which attracted some 160,000 registrations, Sebastian Thrun has left Stanford to start his own online university Udacity. As reported on MSNBC, Thrun said: "Having done this, I can't teach at Stanford again. You can take the blue pill and go back to your classroom and lecture to your 20 students, but I've taken the red pill and I've seen Wonderland."

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Ontology, epistemology and pedagogy of networked learning

Ontology, epistemology and pedagogy of networked learning | Educación flexible y abierta | Scoop.it

This was the subject of one of the threads in the 4th Networked Learning Hot Seat last January.
This blog post offers a very interesting discussion of some basic aspects of networked learning. Interesting read.


Via Steven Verjans
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Harold Jarche » Personal Knowledge Management

Harold Jarche » Personal Knowledge Management | Educación flexible y abierta | Scoop.it

Network learning, or personal knowledge management (PKM), is an individual, disciplined process by which we make sense of information, observations and ideas. In the past, self-directed learning may have involved keeping a journal, writing letters or having conversations. These are still valid, but with digital media we can add context by categorizing, commenting on, or even remixing information. We can also store information for easy retrieval as we need it.

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Connectivism and dimensions of individual experience | Tschofen | The International Review of Research in Open and Distance Learning

Connectivism and dimensions of individual experience | Tschofen | The International Review of Research in Open and Distance Learning | Educación flexible y abierta | Scoop.it

Tschofen, C. & Mackness, J. (2012). Connectivism and dimensions of individual experience. | IRRODL 13(1)
Reviewed by S. Downes On http://www.downes.ca/cgi-bin/page.cgi?post=57186
The authors explore "the dimensions of individual experience in connective environments and to further explore the meaning of autonomy, connectedness, diversity, and openness." According to the authors, the "definitions of all four principles can be expanded to recognize individual and psychological diversity within connective environments."


Via Steven Verjans
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Will big data answer our questions about online learning? | Online learning & distance education resources

Will big data answer our questions about online learning? | Online learning & distance education resources | Educación flexible y abierta | Scoop.it

FEBRUARY 6, 2012 BY TONY BATES

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E-learning tools and resources for schools and education - The Teacher Chronicles

E-learning tools and resources for schools and education - The Teacher Chronicles | Educación flexible y abierta | Scoop.it
This is a collection of usefull web . and social media applications for anyone in education. I have tried them all and I have seen the potential in them. Now it is up to you and your imagination to use them in your teaching or when studying!
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Udacity & Coursera. Is It Really Education Reform? - brave new org | brave new org

Udacity & Coursera. Is It Really Education Reform? - brave new org | brave new org | Educación flexible y abierta | Scoop.it
The name Sebastian Thrun may not mean much to you, but it should. And if it doesn’t now … it probably will at some point.
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Online Social Networks as Formal Learning Environments: Learner Experiences and Activities

Online Social Networks as Formal Learning Environments: Learner Experiences and Activities | Educación flexible y abierta | Scoop.it

Paper by George Veletsianos and Cesar C. Navarrete

 

Abstract

 

While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners’ perspectives and experiences in an online course taught using the Elgg online social network. Findings from this study indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students’ experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and “workarounds” to manage their time and participation.


Via Paulo Simões
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Beyond marks: new tools to visualise student engagement via social networks | Badge | Research in Learning Technology

Badge, J.L., Saunders, N.F.W., & Cann, A.J. (2012). Beyond marks: new tools to visualise student engagement via social networks. Research in Learning Technology, 20.


Via Steven Verjans
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11 ways to use Evernote

New to Evernote? Looking for tips and tricks to get started? Learn 11 easy to follow ways to get started using Evernote in your classroom. Free webinar Wednesday, February 15, 2012 10:00 AM - 11:00 AM PST/6:00 PM - 7:00 PM GMT


Via Andreas Link
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What is the purpose of higher education – knowledge or utility? | Miguel Angel Escotet

What is the purpose of higher education – knowledge or utility? | Miguel Angel Escotet | Educación flexible y abierta | Scoop.it
What is the purpose of higher education - knowledge or utility?
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New Teachers Should Become Content Curators: Curtis Bonk

Curtis Bonk, professor emeritus at Indiana University, shares in this interview I did with him two years ago, what he thinks are the new skills required to teachers of the 21st century to leverage the power of the Internet for learning. And curation is among them.


Via Robin Good, Paulo Simões
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Mayra Aixa Villar's comment, February 5, 2012 11:38 AM
Many thanks for sharing this, Robin! I couldn´t agree more with the prediction that 21st century education will definitely need "super e-coaches" with 3 characteristics (1) domain expertise, (2) a deep understanding of the Internet for learning and teaching purposes and (3) counselling skills. If we, as teachers, are able to perform this task, this, in turn, can also serve as a model for our students so they can develop themselves the necessary skills to integrate and make sense of the vast information available. Skills that they will certainly need for their future.
Robin Good's comment, February 5, 2012 12:45 PM
Thank you Mayra! Glad to be on the same wavelength!
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Everyone Is Talking Mobile Learning. Brilliant! | Upside Learning Blog

Everyone Is Talking Mobile Learning. Brilliant! | Upside Learning Blog | Educación flexible y abierta | Scoop.it
Last week we were at Learning Technologies 2012 in London braving the winter chill here in London.
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Innovation Design In Education - ASIDE: In The Pinterest Of Education

Innovation Design In Education - ASIDE: In The Pinterest Of Education | Educación flexible y abierta | Scoop.it
Innovative design crosses over all aspects of education. The American Society for Innovation Design in Education, or ASIDE, seeks to infuse curriculum with new approaches to teaching and thinking.
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Knotebooks - Anyone can contribute. Everyone can learn.

Knotebooks - Anyone can contribute. Everyone can learn. | Educación flexible y abierta | Scoop.it

Via Anat Goodman
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Making mobile learning work: case studies of practice

Making mobile learning work: case studies of practice | Educación flexible y abierta | Scoop.it

A new publication from the Higher Education Academy, 'Making mobile learning work: case studies of practice' includes contributions from a number of researchers in the field of technology-enhanced learning, outlining a range of case studies that show how using different 'mobile learning' devices can enhance the learning of pupils.


Via Dr. Susan Bainbridge
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Personal Learning Networks for Educators: 10 Tips

Personal Learning Networks for Educators: 10 Tips | Educación flexible y abierta | Scoop.it

I often begin my workshop on personal learning networks (PLN) for educators by asking these questions: Who is in your learning network? Who do you learn from on a regular basis? Who do you turn to for your own professional development?


Via Steven Verjans
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A Post-LMS World (EDUCAUSE Review) | New horizons

A Post-LMS World (EDUCAUSE Review) | New horizons | Educación flexible y abierta | Scoop.it

LOU PUGLIESE

EDUCAUSE Review vol 47 num 1

The learning management system (LMS), which facilitates the rapidly expanding e-learning/blended-learning industry, has been one of the fastest-growing technology-adoption phenomena in the 400-year history of higher education. As with industry, education is still in the process of developing a true understanding of how best to maximize the capabilities of the LMS to teach and train efficiently. But a solid fifteen years of experience with institutionalized learning management platforms have provided us a fair degree of insight into the real challenges and potential of effectively executed online instruction. And what we see is a unique opportunity for the kind of true innovation that can transform higher education. (...)

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Mobile learning in developing countries in 2012: What's Happening? | A World Bank Blog on ICT use in Education

Mobile learning in developing countries in 2012: What's Happening? | A World Bank Blog on ICT use in Education | Educación flexible y abierta | Scoop.it

BY MICHAEL TRUCANO ON TUE, 01/31/2012

In recent chats with officials from [an un-named country], I learned of the desire of educational policymakers there to leap frog e-learning through m-learning. This made an impression on me -- and not only because it succinctly was able to encapsulate four educational technology buzzwords within a five-word "vision statement". In many ways, this encounter helped confirm my belief that a long-anticipated new era of hype is now upon us, taking firm root in the place where the educational technology and international donor communities meet, with "m-" replacing "e-" at the start of discussions of the use of educational technologies.

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e4innovation.com | The 7Cs of design and delivery

e4innovation.com | The 7Cs of design and delivery | Educación flexible y abierta | Scoop.it

The 7Cs of design and delivery

We are doing a small project at Leicester as part of the JISC-funded OULDI project. Essentially it is to do an audit of the OULDI tools and the Carpe Diem material developed at Leicester to create a new learning design offering that will be trialed and evaluated over the coming months at Leicester. I had a great meeting today with Gabi Witthaus and Ale Armellini to take stock of where we are. Gabi has been exploring the OULDI resources and has come up with a conceptual map of which we might included in the new offering and how they will relate to the Carpe Diem activities. We brainstormed around Gabi’s initial audit and then came up with a holistic conceptual framework, the 7Cs of design and delivery.

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Pando daily | The Fallacy of Information Overload

Pando daily | The Fallacy of Information Overload | Educación flexible y abierta | Scoop.it

BY BRIAN SOLIS ON JANUARY 23, 2012

Not a day goes by when I'm not asked about whether or not the social media bubble will finally burst. Twitter, Facebook, Google+, Foursquare, Pinterest, this all has to be too much right?

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Open educational resources: staff attitudes and awareness | Rolfe | Research in Learning Technology

Attitudes are changing in education globally to promote the open sharing of educational courses and resources. The aim of this study was to explore staff awareness and attitudes towards ‘‘open educational resources’’ (OER) as a benchmark for monitoring future progress. Faculty staff (n6) were invited to participate in semi-structured interviews that facilitated the development of a questionnaire. Staff respondents (n50) were not familiar with the term OER but had a clear notion of what it meant. They were familiar with open content repositories within the university but not externally. A culture of borrowing and sharing of resources exists between close colleagues, but not further a field, and whilst staff would obtain resources from the Internet, they were reticent to place materials there. Drivers for mobilising resources included a strong belief in open education, the ability of OER to enhance individual and institutional reputations and economic factors. Barriers to OER included confusion over copyright and lack of IT support. To conclude, there is a positive collegiate culture within the faculty, and overcoming the lack of awareness and dismantling the barriers to sharing will help advance the open educational practices, benefitting both faculty staff and the global community.

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MAnaging eLearning | eLearning in ‘the Cloud’

MAnaging eLearning | eLearning in ‘the Cloud’ | Educación flexible y abierta | Scoop.it
eLearning in ‘the Cloud’: Should you go with a brand name or look deeply at the facts?

Several eLearning pundits predicted that 2012 will be “the year of the cloud” for those delivering...
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WWWhat's new | Recursos sobre ciencia y matemáticas en Gooru

WWWhat's new | Recursos sobre ciencia y matemáticas en Gooru | Educación flexible y abierta | Scoop.it

Gooru es un portal online dirigido al estudiante de estudios secundarios y bachiller que te permite visitar más de 2.600 guías de estudio, todas ellas compuestas por una buena colección de videos, juegos interactivos, documentos, diagramas e imágenes sobre infinidad de temas relacionados con el mundo de las ciencias en general (biología, geología, química…), y en especial las matemáticas (álgebra, cálculo…).

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