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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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Learning with 'e's: An academic writes...

Learning with 'e's: An academic writes... | Educación flexible y abierta | Scoop.it
#elearning An academic writes...http://t.co/AMFIBEFP (@timbuckteeth)...
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The three cycles of great teaching | Informed Education

So you want to be a great teacher? The key is to understand the learning and assessment cycle, and know the three key ways to use it.

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Pontydysgu – Reflections on Personal Learning Environments

Pontydysgu – Reflections on Personal Learning Environments | Educación flexible y abierta | Scoop.it

I got a great email from Rui Páscoa & Sérgio Lagoa, Masters students at the Open University in Portugal. One of their teachers, they say, Professor José Mota, “asked us to interview someone who is a reference in online teaching and, based on thisinterview, write a 2000-word paper as one of the compulsory activities for the subject ‘Elearning Pedagogical Processes’.”

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Networks explained by Barabåsi ~ Stephen's Web

Networks explained by Barabåsi ~ Stephen's Web | Educación flexible y abierta | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects...

Via enrique rubio royo
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Veille, Curation et Knowledge Management, piliers de l’Intelligence Stratégique

Fabienne Vandekerkove, Consultante Senior chez Knowledge Plaza et Gregory Culpin, Business Developper, ont donné une présentation sur le phénomène le phénomène de la curation lors de la réunion mensuelle de l’Association Belge de Documentation (ABD) le 15 décembre 2011.


Via @AnneDiscart
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Publication: "Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation" | OLnet

Publication: "Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation" | OLnet | Educación flexible y abierta | Scoop.it

Former OLnet Researcher, Andreia Inamorato Dos Santos has recently written a publication for UNESCO Institute for Information Technologies in Education (IITE) titled "Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation".


Via OER Hub
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Cosas de mapas conceptuales y CmapTools: Las múltiples posibilidades de Cmappers (I)

Cosas de mapas conceptuales y CmapTools: Las múltiples posibilidades de Cmappers (I) | Educación flexible y abierta | Scoop.it

A pesar de que ya he hablado con anterioridad de Cmappers en este mismo blog, quisiera pasar a analizar algunas de sus posibilidades, muchas de las cuales son poco conocidas.
Cuando accedemos a Cmappers, en la parte superior derecha tenemos el menú de navegación, que ofrece las siguientes posibilidades: CmapSearch, CMC, Cmaps y About Us. Pasaremos a comentar cada una de ellas.


Via ernestprats
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Three Trends That Define the Future of Teaching and Learning | MindShift

Three Trends That Define the Future of Teaching and Learning | MindShift | Educación flexible y abierta | Scoop.it

By Tina Barseghian

In today’s dynamic classrooms, the teaching and learning process is becoming more nuanced, more seamless, and it flows back and forth from students to teachers. Here’s a look at current trends in teaching and learning, their implications, and changes to watch for.

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Pontydysgu – Bridge to Learning| Changing the Language of Learning @grahamattwell

I am not going to provide any list of posts / apps or anything else to mark the new year. The lists are getting on my nerves. What constitutes ‘best’ anyway? I rather wonder if making lists has become a substitute for thinking? I would provide some thoughts on trends for 2012 except I not really sure what will happen. Technology is changing too fast and too unpredictably. Education economy and politics seem wrapped in a slow waltz which is also totally unpredictable in its outcomes. Indeed it may be that people and the actions of people will be more important than technology in determining the course of educational development over the next period. Or lets hope so.

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Los países no investigan porque son ricos, son ricos porque investigan.

Los países no investigan porque son ricos, son ricos porque investigan. | Educación flexible y abierta | Scoop.it
Los avances de la química y su impacto en la sociedad - En el blog se tratan aspectos relacionados con la química (avances, aplicaciones, noticias, historia, etc.), especialmente en relación con las actividades educativas, formativas y de política...

Via Joaquin Sevilla
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The Disruption of Blended Learning -- THE Journal

The Disruption of Blended Learning -- THE Journal | Educación flexible y abierta | Scoop.it
Blended learning isn't like other technology-driven movements in education. It isn't about supporting current instructional models.
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EDUCATIVA: Aprendizaje móvil: M-Learning

EDUCATIVA: Aprendizaje móvil: M-Learning | Educación flexible y abierta | Scoop.it

El último monográfico de SCOPEO: M-Learning, en España, Portugal y América Latina describe de forma bastante exhaustiva el estado actual de la cuestión referente al aprendizaje móvil, mobile learning o m-learning y su lectura ha impulsado este artículo.

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21st Century Education Requires Distributed Support for Learning

21st Century Education Requires Distributed Support for Learning | Educación flexible y abierta | Scoop.it

By Chris Dede
Harvard Graduate School of Education

"Given the goal of transforming today’s schools and colleges to a new 21st century model of formal education that would support people’s learning across their entire lifespan, the following elements from the Learning section of the NETP are suggestive about foundations for this redesign (Dede, 2010).

Learning:

*Learning can no longer be confined to the years we spend in school or the hours we spend in the classroom: It must be life-long, life-wide, and available on demand.

*Technology provides access to a much wider and more flexible set of learning resources than is available in classrooms and connections to a wider and more flexible set of “educators,” including teachers, parents, experts, and mentors outside the classroom.

*Engaging and effective learning experiences can be individualized or differentiated for particular learners (either paced or tailored to fit their learning needs) or personalized, which combines paced and tailored learning with flexibility in content or theme designed to fit the interests and prior experience of each learner....

Teaching:

*Connected teaching offers a vast array of opportunities to personalize learning..."


Via Anne Whaits
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Interactive Learning Theory Matrix

Interactive Learning Theory Matrix | Educación flexible y abierta | Scoop.it

A very useful overview of learning theories including the emerging theory of connectivism.

See full slide presentation here

http://tinank.yourweb.de/walden/?page_id=428


Via Anne Whaits
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Thinkepis sobre herramientas para la evaluación de la I+D en universidades y sobre Google Scholar Citations

Thinkepis sobre herramientas para la evaluación de la I+D en universidades y sobre Google Scholar Citations | Educación flexible y abierta | Scoop.it

Resumen y referencia a dos trabajos m'as extensos que merece la pena leer:

- Herramientas para la evaluación de la ciencia en universidades y centros I+D: descripción y usos.

- Google Scholar Citations y la emergencia de nuevos actores en la evaluación de la investigación.


Via Joaquin Sevilla
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Why Have an e-Portfolio - e-Portfolios at Penn State

By Jeff Swain November 2, 2009

This short video highlights several reasons why having an e-portfolio is a good decision whether you are a student, faculty, or staff

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Introducción al concepto de TPACK

Introducción al concepto de TPACK | Educación flexible y abierta | Scoop.it
Después de haber finalizado la última modificación de mi trabajo final de máster, me permito compartir con vosotros algunos conceptos interesantes que, en...

Via Angel Pio Gonzalez Soto
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George Veletsianos » What happens when pedagogical agents are off-task?

George Veletsianos » What happens when pedagogical agents are off-task? | Educación flexible y abierta | Scoop.it

Social and non-task interactions are often recognized as a valuable part of the learning experience. Talk over football, community events, or local news for example, may enable the development of positive instructor-learner relationships and a relaxed learning atmosphere. Non-task aspects of learning however have received limited attention in the education literature. Morgan-Fleming, Burley, and Price (2003) argue that this is the result of an implicit assumption that no pedagogical benefits are derived from non-task behavior, hence the reduction of off-task activities in schools such as recess time. This issue has received limited attention in the pedagogical agent literature as well. What happens when a virtual character designed to help a student learn about a topic, introduces off-task comments to a lesson? What happens when a virtual instructor mentions current events? How do learners respond?

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« Le développement de l'apprentissage numérique tend vers le micro-learning » (Michel Diaz, Féfaur) - Centre Inffo

« Le développement de l'apprentissage numérique tend vers le micro-learning » (Michel Diaz, Féfaur) - Centre Inffo | Educación flexible y abierta | Scoop.it
Selon une étude publiée conjointement par le cabinet d’études Féfaur et l’éditeur Crossknowledge, le marché du e-learning représenterait, en France, près de 150 millions d’euros, soit environ 1% du marché global de la formation.

Via Yves Mozart Réméus, Luc Deleplanque
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Knowledge Manager's comment, January 17, 2012 5:11 AM
Encore une fois, on assimile elearning et autoformation ! <b>Le micro-learning de cours n'est autre qu'un module d'autoformation</b> :(<br><br>L'article pr&eacute;cise que la formule id&eacute;ale est d'accompagner le micro-learning avec un coach pr&eacute;sentiel. Autrement dit, "<em>l'autoformation est plus efficace lorsqu'un p&eacute;dagogue interagit avec les apprennants</em>" ... avouez qu'il n'a pas du falloir réfléchir bien longtemps avant d'arriver à cette conclusion :)<br><br>En évoquant cette combinaison autoformation+pédagogue, <b>l'article parle alors de Blended Learning, là aussi ce n'est pas le bon terme !</b> Micro-learning+pr&eacute;sentiel, c'est de l'autoformation+pr&eacute;sentiel, autrement dit c'est le dispositif de formation qui existait d&eacute;j&agrave; il y a 2 si&egrave;cles !! <b>Le Blended Learning est l'association d'un dispositif pédagogique qui permet les interactions pendant la formation et en dehors de la formation, grâce aux NTIC</b>.<br><br>Alors pourquoi parler de micro-learning ? Peut-&ecirc;tre parce que ce format de vid&eacute;o courte est certainement ce qu'il y a de plus simple &agrave; vendre ? Peut-&ecirc;tre parcequ'en plus d'&ecirc;tre simple, la marge semble tr&egrave;s importante ? Mais d'ailleurs, pourquoi oeuvre-t-on dans le domaine de la formation, pour faire accompagner un monde qui change ou juste pour gagner plein de tunes ? http://ocarbone.free.fr/blog/?b=303
Knowledge Manager's comment, January 17, 2012 5:13 AM
Encore une fois, on assimile elearning et autoformation ! Le micro-learning de cours n'est autre qu'un module d'autoformation :(

L'article précise que la formule idéale est d'accompagner le micro-learning avec un coach présentiel. Autrement dit, "l'autoformation est plus efficace lorsqu'un pédagogue interagit avec les apprennants" ... avouez qu'il n'a pas du falloir réfléchir bien longtemps avant d'arriver à cette conclusion :)

En évoquant cette combinaison autoformation+pédagogue, l'article parle alors de Blended Learning, là aussi ce n'est pas le bon terme ! Micro-learning+présentiel, c'est de l'autoformation+présentiel, autrement dit c'est le dispositif de formation qui existait déjà il y a 2 siècles !! Le Blended Learning est l'association d'un dispositif pédagogique qui permet les interactions pendant la formation et en dehors de la formation, grâce aux NTIC.

Alors pourquoi parler de micro-learning ? Peut-être parce que ce format de vidéo courte est certainement ce qu'il y a de plus simple à vendre ? Peut-être parcequ'en plus d'être simple, la marge semble très importante ? Mais d'ailleurs, pourquoi oeuvre-t-on dans le domaine de la formation, pour faire accompagner un monde qui change ou juste pour gagner plein de tunes ?

Read more: http://ocarbone.free.fr/blog/?b=303#ixzz1ji1auLEQ
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On-demand learning | Onlignment

On-demand learning | Onlignment | Educación flexible y abierta | Scoop.it

We move on to look at the third element in the contextual model, on-demand learning. To refresh our memories, on-demand learning is a form of ‘learning to’. It occurs because we don’t know how to perform a particular task and therefore need immediate help to acquire the necessary knowledge. To use more familiar terminology, on-demand learning can be regarded as ‘just-in-time learning’ or ‘learning at the point of need’.

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Learning with 'e's: Learning and performance @timbuckteeth

Learning with 'e's: Learning and performance @timbuckteeth | Educación flexible y abierta | Scoop.it

Learning is performance. No matter what we learn, our knowledge, skills (and also our attitudes) are usually externalised in some kind of outward expression. Some are obvious: Learning a language will lead to conversation. Acquiring dexterity in art results in the production of artifacts. Learning to play an instrument ultimately results in some form of musical performance. Such performances don't have to be public, but often they are.

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América Learning & Media: Cómo desarrollar comunidades de práctica en procesos de formación

América Learning & Media: Cómo desarrollar comunidades de práctica en procesos de formación | Educación flexible y abierta | Scoop.it
Claves para crear y nutrir los espacios de creación de valor por excelencia en el aprendizaje informal corporativo, apoyado en tecnologías.

por Mónica Gutiérrez Ortega

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Distributed Creativity: open education and challenges for higher education

Distributed Creativity: open education and challenges for higher education | Educación flexible y abierta | Scoop.it
"I don’t think education is about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity." - Joichi Ito

As ...

Via Terese Bird
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