La tecnología se ha instalado definitivamente en nuestras vidas, en nuestra manera de actuar, de vivir y de relacionarnos. Que lo hace desde temprana edad, es una evidencia. Basta con darle un Smartphone a un niño de 4 años. Su primera intención será llevar el dedo a la pantalla y empezar a interactuar con el dispositivo. Estamos ante la “generación táctil”.
Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.
¿Qué motiva estudiar con una modalidad dee-learning? ¿Es efectivo este tipo de aprendizaje? ¿Qué aportará al estudiante? Estas son algunas de las cuestiones analizadas por el investigador de la UB y del eLearn Center de la UOC Pablo Rivera, tutorizado por la profesora Montse Guitert, en una investigación sobre el e-learning y, en concreto, del modelo de aprendizaje de la UOC.
Create a Gooru collection to engage your students and tier instruction either with different levels or learning styles. Collection narration allows you to provide teacher instruction so that students are well supported while away from the teacher.
This special issue presents a series of peer reviewed articles the guest editors believe will aid in increasing the quality of the research focus across a growing field of research and participation from numerous academic fields. Articles in this special issue contrast theoretical and empirical research related to MOOCs through a careful examination of thematic issues from student perceptions, engagement, and participation to campus leadership and decision-making challenges.
Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged...
It's easy to spot a "bad" data visualization -- one packed with too much text, excessive ornamentation, gaudy colors, and clip art. Design guru Edward Tufte derided such decorations as redundant at best, useless at worst, labeling them "chart junk." Yet a debate still rages among visualization experts: Can these reviled extra elements serve a purpose?
Taking a scientific approach to design, researchers from Harvard University and Massachusetts Institute of Technology are offering a new take on that debate. The same design elements that attract so much criticism, they report, can also make a visualization more memorable...
Given that the MOOC was targeted at new HE lecturers, this MOOC intentionally created a more supportive learning environment than is encountered in some traditional cMOOCs such as ChangeMOOC. Not only were ‘veterans’ encouraged to support participants new to MOOCs and lecturing in HE, but the three tutors and three technologists also had a greater ‘presence’ than is customary in some traditional cMOOCs, providing individual and whole group support, particularly for those participants being assessed, and by monitoring discussions and providing feedback on completed tasks.
George Siemens and Stephen Downes developed a theory for the digital age, called connectivism, denouncing boundaries of behaviorism, cognitivism, and constructivism. Their proposed learning theory has issued a debate over whether it is a learning theory or instructional theory or merely a pedagogical view.
After hosting dozens of these conversations, I realize one thing: We just don't listen enough to our students. The tradition in education has been not to ask the students what they think or want, but rather for adult educators to design the system and curriculum by themselves, using their "superior" knowledge and experience.
The fact that knowledge is no longer fixed, but constantly evolving, and the speed at which new knowledge appears online have contributed to our sense of “information overload,” Weinberger said. And that leads to another way that our evolving sense of knowledge is transforming how we learn: We must learn to accept that true mastery is impossible.
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