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Cibereducação
Educational Technology and Cyberculture. Tecnologias na Educação e Cibercultura.
Curated by Luciana Viter
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Aprendizaje situado: teorías cognitivas.

Aprendizaje situado: teorías cognitivas. | Cibereducação | Scoop.it
¿Qué es aprender? Es un proceso único, matizado por la experiencia personal que se hace evidente en el lenguaje, en nuestras decisiones y pensamientos y, sobretodo, en el estilo de la interacción que construimos con los demás. Aprender, es un ejercicio constante de aprehender la realidad, para lo que la reflexión es necesario, como también…
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Rescooped by Luciana Viter from Tecnología Educativa e Innovación
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Diferencias Constructivistas entre el Conectivismo y el Aprendizaje Ubicuo

Diferencias Constructivistas entre el Conectivismo y el Aprendizaje Ubicuo | Cibereducação | Scoop.it

 


Via Sara Osuna, Jon Altuna, juandoming, Carmen Huisa
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Sonia C. Alonso's curator insight, July 30, 2015 12:39 PM

No hay duda de que el Constructivismo es la teoría en la que se debe sustentar la la Educación 2.0.Pero ¿Cómo integrará el aprendizaje ubicuo?¿Que sentido otorga al individuo y al grupo en los procesos de aprndizaje?  

Carmen Huisa's curator insight, April 29, 2016 6:12 PM
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Jimena Acebes Sevilla's curator insight, April 30, 2016 3:49 PM
Aclarando conceptos ¿cuál es la diferencia entre conectivismo y aprendizaje ubicuo?
Rescooped by Luciana Viter from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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An Introduction to Design Thinking (Part Two)

An Introduction to Design Thinking (Part Two) | Cibereducação | Scoop.it
In the constructivist-learning model, engagement and experience combine
with immersive environments and self-organisation of knowledge to establish
a context in which learning occurs naturally. Constructivism has since the
time of Dewey become closely affiliated with Project Based Learning and yet
despite years of efforts to refine the process the result does not always
match the promise (Scheer, Noweski and Meinel. 2012). Scheer et al. argue
that ‘Design Thinking’ is capable of providing

Via Tom D'Amico (@TDOttawa)
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Maree Whiteley's curator insight, June 10, 2015 7:14 PM

Taking Action begins by 'identifying a problem/issue'...and the investigation begins.

Helen Teague's curator insight, June 11, 2015 4:37 PM

In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise (Scheer, Noweski and Meinel. 2012). Scheer et al. argue that ‘Design Thinking’ is capable of providing

Willem Kuypers's curator insight, June 15, 2015 3:04 AM

Un article intéressant sur le lien entre constructivisme et l'apprentissage par projet. Cela ne marche pas toujours, et l'apprentissage par conception conviendrait mieux.

Rescooped by Luciana Viter from Unidades didacticas
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8 grandes ideas para el aprendizaje constructivista y Significativo

8 grandes ideas para el aprendizaje constructivista y Significativo | Cibereducação | Scoop.it
8 grandes ideas detrás del Laboratorio de Aprendizaje Construccionista es un trabajo desarrollado por Sylvia Martínez en el blog reaprender (ha traducido al castellano las ideas propuestas en la te...

Via slararos
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Rescooped by Luciana Viter from Contenidos educativos digitales
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El enfoque constructivista de los procesos de enseñanza y aprendizaje

El enfoque constructivista de los procesos de enseñanza y aprendizaje | Cibereducação | Scoop.it

Via Silvan Pan Morel
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Rescooped by Luciana Viter from Edumorfosis.it
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4 tips to use the Minimalist Theory in eLearning

4 tips to use the Minimalist Theory in eLearning | Cibereducação | Scoop.it
The Minimalist Theory is attributed to J.M. Carroll, and is based on constructivism. Carroll stated that "Adult learners are not blank slates; they don't have funnels in their heads; they have little patience for being treated as 'don't knows'." [1]. Adult learners already have a wealth of experience and prior knowledge tucked away in their memory, which should be regarded as invaluable assets. It is our job, as eLearning professionals, to use instructional activities and materials that support online learners and give them control over their personal learning path. In other words, we must minimize the usage of eLearning resources that stand in the way of their progress.

Via Edumorfosis
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Rescooped by Luciana Viter from Learning & Mind & Brain
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Instructivism vs Connectivism vs Social Learning

Instructivism vs Connectivism vs Social Learning | Cibereducação | Scoop.it
One of the common problems with designing a course is that you have to use words to communicate what you want people to do. But people already have attached meaning to those words, which may or may not line up with commonly accepted norms. “Social Learning” is a term that I find causes the most confusion with customizable pathways design. Many, many people think that instructivism is not social at all, and that all social learning is connectivism (and connectivism has to be social in order to be connectivist).

The problem is – neither concept is true. Instructivism can be social, and connectivism does not have to be social.

In the literature, instructivism is sometimes connected to closed lectures and multiple choices tests, but for the most part it is connected with instructor-led content and activities. This can be anything from discussion forums (which can be social) to group assignments to Twitter activities. Yes, a Twitter activity in a course can be instructivist. If an instructor tells learners to go out and create a Twitter account, and then gives them a list of things to Tweet and respond to in order to fulfill an assignment, that is instructivism… and it is social. Social presence is a large field of research that is basically dedicated to figuring out how to improve an instructivist paradigm with social learning designs.

On the other hand, while connectivism is often very social, it doesn’t have to be social to still be connectivist. For example, go back to one of the foundational papers on connectivism (and probably one of the most quoted) and look at what connectivism is. Did you notice the part in there about off-loading learning to non-human agents? What this means is this: a learner can do a Google search on a topic and end up reading a Wikipedia article about the topic and that is still connectivism. They were not social at all, but they connected to the knowledge of others to learn about a topic. The connection occurred with a non-human agent.

Via Miloš Bajčetić
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Rescooped by Luciana Viter from Technology in Education
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Education 3.0: Students as Connectors, Creators, & Constructivists - by Dave Guymon

Education 3.0: Students as Connectors, Creators, & Constructivists - by Dave Guymon | Cibereducação | Scoop.it

The way that users have utilized the Internet has changed since its inception. References to Web 1.0, 2.0, and 3.0 allude to an evolved relationship with online information and interactivity.


Via Felix Jacomino
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Miguel Angel Perez Alvarez's comment, August 13, 2015 12:16 AM
Dead link Why do you rescooped massively?
Chris Carter's comment, August 13, 2015 1:23 AM
Must have gone dead/ Will investigate.
K_Lynam's comment, August 14, 2015 4:08 PM
Thanks Chris Carter! Miguel Angel Perez Alvarez - if the question was directed to me - I rescoop to share with the teachers & others who follow me, but not the Scoopiteers I follow and to give the Scoopiteers credit - especially for items and sites I do not normally review myself. I don't consider it "massive rescooping", but curating and sharing as ScoopIt was meant to do...
Rescooped by Luciana Viter from EdTech for ELT
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Learning in a small, task–oriented, connectivist MOOC

Learning in a small, task–oriented, connectivist MOOC | Cibereducação | Scoop.it

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.


Via Nik Peachey, Jason R Levine
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Nik Peachey's curator insight, October 4, 2013 3:26 AM

Interesting article about the use of a MOOC in developing teachers for higher education.

María Dolores Díaz Noguera's curator insight, October 4, 2013 6:47 AM

Great one.

robyns tut's curator insight, October 4, 2013 6:27 PM

The introduction of MOOCS to students all over the world has tremendously changed the face of higher education in the world. This is because it has provided a platform for university students to extend their learning beyond the lecture room to the comfort of their homes. Also MOOCS gives alternate study opportunities, meaning that students have access to an online university, thus they do not need to enrol in a traditional institution.

 http://opinion.inquirer.net/55095/moocs-for-beginners

 

Sisipho Skweyiya

 

Rescooped by Luciana Viter from E-Learning-Inclusivo (Mashup)
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The Effective Teacher 2010 and Beyond: Constructivism – a theory of learning and its teaching implications

The Effective Teacher 2010 and Beyond: Constructivism – a theory of learning and its teaching implications | Cibereducação | Scoop.it

Via juandoming
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Rescooped by Luciana Viter from Educación 2.0
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Educación tecnológica: 8 grandes ideas para el aprendizaje constructivista

Educación tecnológica: 8 grandes ideas para el aprendizaje constructivista | Cibereducação | Scoop.it

8 grandes ideas detrás del Laboratorio de Aprendizaje Construccionista es un trabajo desarrollado por Sylvia Martínez en el blog reaprender (ha traducido al castellano las ideas propuestas en la tesis creada por el Dr. Seymour Papert (1999)


Via Raúl Luna
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