Modelos Educativos TIC

The PLE, has then two roles in relationship with the ZPD:

It helps in building the inner structure of the ZPD, its components. It helps in building the outer structure of the ZPD, its boundaries.

There is a sort of corollary to the previous second statement. In Vygotsky’s time, learning — and hence the ZPD — was sort of linear: woodcarving apprentices would move “up” to a new master craftsman once they had mastered some skills themselves with the help of their previous/actual master. Progress would end when there were no more master craftsmen around whom to learn from. On the other hand, learning with a human, flesh and blood, present more knowledgeable other meant not only that you had to “use them up” but that you could not “consume” any other more knowledgeable other: learning was unidirectional, linear.

When MKOs are conformed by all kind of tacit and explicit knowledge constructs in one’s PLE, there is no way of (a) “using them up” and (b) not being able to move in parallel with more than one more knowledgeable other. We can then think of the PLE both as the biggest ZPD possible, or as the overlapping of different snapshots of a PLE that evolves “fractalically”, multidirectionally, on time, on demand, until it (potentially) covers the whole cyberlandscape.

La « meta-analyse » (démarche statistiques combinant les résultats d’une série d’études indépendantes sur un problème donné, wikipedia) de 355 études montre que le facteur d’apprentissage le plus important est la qualité de la conception, plus que la modalité - présentiel ou formation en ligne (T§D, avril 2012). 

Une autre meta-analyse menée par le Département de l’Education des Etats-Unis montre une supériorité du « blended » sur la formation purement en ligne ou sur la formation purement présentielle (les résultats en terme d’apprentissage de ces deux dernières modalités étant statistiquement équivalents).

Excelente propuesta innovadora de Cesar Poyatos utilizando diferentes servicios web y ipads en su docencia en la materia de informática en enseñanza secundaria.

R2D2 Model:

READ (Auditory and Verbal Learners) BUT AREN'T THESE LEARNING STYLES?? Critique a Wikibook or a page from Wikipedia Read from open access journals  - such as the Public Library of Science, or Educause Quarterly, or the International Review of Research in Open and Distance Learning Course announcements - using Twitter for example Listening/viewing open access podcasts and vodcasts Using online glossaries and learning media, such as Bonk's own Learning Planet (here linked to Theorists) Online article portals and databases - ERIC Online crossword puzzle makers - EclipseCrossword Talking dictionaries for rare languages - Siletz Dee-ni, or Dictionarist Online instructor Q & A - piazza (worth a look)