"¿Hasta qué punto las sociedades innovan, más allá de sus sistemas de inovación tecnológica, científica, productiva y económica? Vivimos, efetivamente, en una sociedad descompensada: entre la euforia tecnocientífica y el analfabetismo de los valores cívicos, entre la innovación tecnológica y la redundancia social, entre una cultura crítica en el espacio de la ciencia o en el mundo económico y un espacio político y social donde se innova poco, donde hay una escasa capacidad para articular el equilibrio entre el consenso y el disenso, para canalizar los conflictos y diseñar modelos de convivencia." (p. 214)
"When it comes to the debt crisis," says Eco, "and I'm speaking as someone who doesn't understand anything about the economy, we must remember that it is culture, not war, that cements our [European] identity. The French, the Italians, the Germans, the Spanish and the English have spent centuries killing each other. Today, we've been at peace for 70 years and no one realises how amazing that is any more. Indeed, the very idea of a war between Spain and France, or Italy and Germany, provokes hilarity. The United States needed a civil war to unite properly. I hope that culture and the [European] market will do the same for us." (via @danicar)
"When we focus on intellectual and scholarly issues in high school as opposed to more human issues like communications, or basic psychology, or child raising, we are continuing to rely upon out dated notions of the educated mind that come from elitist notions of who is to be educated. In that ubiquitous view, education for the masses is the same as education for the intellectual elite and education for the intellectual elite is anything but practical. So while the goal seems to be to educate everyone equally, the reality is that those who survive the current system are educated in a particular way that is less and less relevant to operating in today’s world." [p. viii]
"SW: What are the barriers to good learning? (via @timbuckteeth)
"In a sense, I am happy that I don’t understand. Imagine a world where neuro-chemistry could explain Mozart... It is conceivable, and I find it frightening. Machines are already interacting with our brains: computers and humankind are already working together. There may come a day when historians realise that the most important event in the 20th century was not the war or the financial crash, but the evening when Kasparov lost a game against a little metal box."
Yet all these philosophical arguments overlook a more fundamental issue: the responsibility of technology creators themselves to support human and civil rights. The Internet has introduced an enormously accessible and egalitarian platform for creating, sharing and obtaining information on a global scale. As a result, we have new ways to allow people to exercise their human and civil rights. Vinton Cerf (via @danicar)
Metaphors We Live By was a game changer. Not only did it illustrate how prevalent metaphors are in everyday language, it also suggested that a lot of the major tenets of western thought, including the idea that reason is conscious and passionless and that language is separate from the body aside from the organs of speech and hearing, were incorrect. In brief, it demonstrated that “our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature.”
How did academia become so risk-adverse? The whole point of tenure was to protect radical thinking. But where is the radicalism in academia? I get that there are more important things to protest in the world than scholarly publishing, but why the hell aren’t academics working together to resist the corporatization and manipulation of the knowledge that they produce? Why aren’t they collectively teaming up to challenge the status quo? Journal articles aren’t nothing… they’re the very product of our knowledge production process.
(via @josemota)
La inmensa mayoría de estudiantes de este último semestre que di clase, y los de dos o tres anteriores, nunca pudieron pasar del resumen. No siempre fue así. Desde que empecé mi cátedra, en 2002, los estudiantes tenían problemas para lograr una síntesis bien hecha, y en su elaboración nos tomábamos un buen tiempo. Pero se lograba avanzar. Asimismo, siempre hubo otro ambiente en mis clases. O motivé yo un ambiente distinto, no sé. Notaba un calibre más inquieto en los veinteañeros que estaban frente a mí. Más dubitativo. Más curioso. Había más preguntas en el ambiente. No encuentro otra forma de decirlo. Lo que siento de tres o cuatro semestres para acá es más apatía y menos curiosidad. Menos proyectos personales de los estudiantes. Menos autonomía. Menos desconfianza. Menos ironía. Menos espíritu crítico.
(via @piscitelli)
There’s all kinds of advice across the web about when to use which app for each small thing that needs doing. But the advocates for using paper to complete certain tasks are not so loud (you can’t hear them typing, among other things).
(via @margaridaromero)
La explicación sociocultural nos debe llevar a pensar que el aprendizaje implica una naturaleza social y una instrumentalización cultural… también en y de Internet, claro está. Por ello es necesario percibir que toda reestructuración subjetiva, el aprendizaje, implica a más de uno y lleva el rasgo particular del instrumento con que se actúa. Como señala Vigotsky “toda la actividad depende del material con el que opera” (2000, 129). Este punto es materia de otro desarrollo, aprendizaje con y de tecnología.
(via @juanjbano)
László Barabási: "Las redes sociales ayudan a que el mundo sea cada vez más predecible" · ELPAÍS.com
No podemos responder a esas preguntas maravillosas que se hace la gente como "¿qué me va a pasar mañana", porque no son cuantificables. Pero creo que todo lo medible, todo aquello sobre lo que podamos tener datos objetivos, es, hasta cierto punto, predecible. Podemos medir, por ejemplo, la movilidad de los habitantes de una ciudad a través de sus móviles y predecir con más o menos exactitud cómo se van distribuir mañana a una hora determinada. Pero no podemos medir cuanta gente se va a enamorar, porque para eso tendríamos que definir primero qué es el amor. Para predecir un acontecimiento en primer lugar hay que tener el mayor número de datos posible, cuanto más tengamos más afinada será la predicción, y ahora tenemos muchos, de las redes sociales y de los móviles, por ejemplo. En segundo lugar tenemos que conocer las leyes que gobiernan esos acontecimientos. Y por último tenemos que tener ordenadores que nos permitan hacer los cálculos correspondientes.
(via @juanjbano)
Mucho se está hablando últimamente sobre los Entornos de Aprendizaje Personales (PLE, de sus siglas en inglés), tanto, que parecen una novedad cuando la realidad es que existen desde hace bastan...
[SLE (Entornos de Aprendizaje Social)]
(via @ceciliatomas)
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"But the real disruption comes when you stop measuring academic accomplishment in terms of seat time and hours logged, and start measuring it by competency. As all employers know, the average BA doesn’t certify that the degree-holder actually knows anything. It merely certifies that she had the perseverance to pass the required number of courses. The most subversive element of Western Governors University is that it certifies students by competency, not seat time. In fact, students don’t sit in a “class” at all. There’s no prescribed curriculum. Students are assessed before each course to see which concepts they already grasp and which ones they need to master. Then they’re offered a variety of “learning resources” – textbooks, videos, online simulations, conversations with a tutor – to close the gap. They can complete a course in eight weeks or 80. Routine assessments along the way – and a tough exam at the end – ensure they’ve mastered the material. As one graduate told Washington Monthly, which recently profiled WGU, “If you can prove your competence, why pay all of that money to sit through something you already know?”" (via @AnaCristinaPrts)
[...] "The purpose of a university, and my course in particular, is to struggle intellectually with some of life's most difficult topics that may not have one right answer, and try to come to some conclusion about what may be ''the better answer" (It typically is not the case that all views are equally valid; some views are more defensible than others). Another purpose of a university, and my course in particular, is to engage in open discussion in order to critically examine beliefs, behaviors, and customs. Finally, another purpose of a university education is to help students who typically are not accustomed to thinking independently or applying a critical analysis to views or beliefs, to start learning how to do so. We are not in class to learn ''facts" and simply regurgitate the facts in a mindless way to items on a test. Critical thinking is a skill that develops over time. Independent thinking does not occur overnight. Critical thinkers are open to having their cherished beliefs challenged, and must learn how to "defend" their views based on evidence or logic, rather than simply "pounding their chest" and merely proclaiming that their views are ''valid." One characteristic of the critical, independent thinker is being able to recognize fantasy versus reality; to recognize the difference between personal beliefs which are nothing more than personal beliefs, versus views that are grounded in evidence, or which have no evidence." [...] (via @courosa)
"SW: What does brain science contribute to our understanding of how we learn? CND: [...] On the positive side, we know is that the brain learns by unlearning: when we are disrupted, when we make a mistake, we build on that. Habits are efficient, but they also get us into a lot of trouble since we can no longer see what is habitual. I believe in calculated, creative disruption as the single most important ingredient in learning. That’s how you write code, of course. You don’t memorize. You work on it until it works and, when it doesn’t, you figure out what does work."
(via @timbuckteeth)
"Si no hay anticipación, la acción política se reduce a gestionar las urgencias, cuando ya no hay márgenes de maniobra. Como decía Talleyrand, «cuando es urgente, ya es demasiado tarde». La política se abandona al "muddling through", en el que mandan los plazos cortos y las soluciones provisionales sustituyen a los grandes proyectos de configuración, de manera que los mismos problemas reaparecen una y otra vez en la agenda política. La política pierde así su función de actor configurador y adopta el estatuto de jugador reactivo o reparador de daños. (p. 84)
"Éste es el contexto en el que se inscribe la falta de ambición colectiva de nuestras sociedades, la extenuación del deseo, nuestro miedo difuso, el repliegue sobre los intereses individuales y la carencia de perspectiva. Se podría decir que ha triunfado el proceso sobre el proyecto, el post sobre el pro, y las conductas de anticipación tienen un tono más bien de prevención y precaución que de prospectiva y proyecto. Esa miopía temporal está afectando a nuestra capacidad de representación del porvenir. No es la urgencia la que impide elaborar proyectos a largo plazo, sino la ausencia de proyecto la que nos somete a la tiranía del presente. El movimiento contemporáneo, la adaptación incesante al cambio que se nos exige, es vivido conforme a una lógica de la supervivencia, no de la esperanza. A fuerza de explicar que los «grandes relatos» han muerto, su lugar ha sido ocupado por la defensa de los «derechos adquiridos»; el hueco dejado por la imaginación del futuro lo ha llenado la preocupación del instante; donde no se prepara el futuro, la política se limita a gestionar el presente." (p. 15)
"I started to explore the possibilities for social media as a tool for collaboration in order to bridge digital inequalities and foster participation, as a subtopic for my doctoral dissertation. The paradigm of the digital divide is a very complex one. It implies many factors and perspectives, highlighting especially issues and data that I didn’t find in the official international European reports and the body of knowledge in Europe in regard to inequalities in higher education and science. Those issues have been present, and still are, during the last decade or so, and it doesn’t have to do so much with hardware and internet access as much as with the way those are used."
"Su modelo/regla la llama 70:20:10, él explica que alrededor del 70 por ciento del aprendizaje organizacional tiene lugar en el trabajo, a través de la resolución de problemas ya través de asignaciones especiales y otras actividades del día a día."
So, what we're seeing isn't the expansion of our social network; it's the shrinking of what and who we care about. My Facebook feed is full of what friends are listening to, what friends are reading, etc. And frankly, I don't give a damn. I would care if they told me personally; I'd even care if they used a medium as semi-personal as Twitter. The effort required to tweet tells me that someone thought it was important. And I do care about that. I will care much less if Spotify and Rdio integrate with Twitter. I already don't care about the blizzard of automated tweets from FourSquare.
(via @josemota)
"Aside from wider public impact, there’s the (to me, more important) issue of specifically academic impact and influence. I’m pretty sure that the disappointingly minor impact that my first monograph has so far made (given its novel claims, wide material base, and original methodological take) is because there is no electronically searchable version of it available."
"Open education - this, I think, is the most difficult to answer the 'who pays' question, because teaching money (whether it comes from the state or the student) is what really funds higher education. There has been lots of work on the sustainability (or otherwise) of the OER movement. David Wiley has probably the best review, and suggest three models: The MIT, USU and Rice models. The USU model is near to making OER a by-product of teaching, releasing content as you go. Whether this will impact on student numbers in the long term if everyone did it, we don't really know, but generally the feeling is that it wouldn't as students want more than just the content."
(via @josemota)
Entrevistamos a Victoriano Izquierdo e Inés Goicoechea sobre la utilización del iPad en la universidad y las aulas. Consejos, aplicaciones, recomendaciones, experiencias y muchas cosas más.
(via @juanjbano)
The Future of State Universities Conference was sponsored by Academic Partnerships.
(via@carrielevin)
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