Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas
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Facebook, Twitter, Pinterest, Instagram – How Big Is Social Media Around The World?

Facebook, Twitter, Pinterest, Instagram – How Big Is Social Media Around The World? | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Facebook, Twitter, Pinterest, Instagram – How Big Is Social Media Around The World?


Via myriam, ABroaderView, donhornsby, juandoming, Terheck, Jimun Gimm, Francisco Lavrador Pires
Dr. Doris Molero's insight:

mmm.. I just was saying.... connect to he world..a million friends are possible... Roberto Carlos

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Angela Watkins's comment, February 8, 2013 10:47 AM
By the click of a mouse .. around the world
Angela Watkins's comment, February 8, 2013 10:47 AM
By the click of a mouse .. around the world
Angela Watkins's curator insight, February 8, 2013 10:49 AM

By the click of the mouse .. you can go around the world.

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SLMOOC16: SLMOOC16 Starts on April 2nd, 2016: Come join us!

SLMOOC16: SLMOOC16 Starts on April 2nd, 2016: Come join us! | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
The SLMOOC16 Starts with the Opening Ceremonies on WizIQ at 11am Eastern Daylight Time on WizIQ and is followed by a Dance in Second Life in the Chilbo Education Village Welcome Area behind the SLMOOC16 Headquarters Building. Don't miss it!
Dr. Doris Molero's insight:
The SLMOOC16 Starts with the Opening Ceremonies on WizIQ at 11am Eastern Daylight Time on WizIQ (https://www.wiziq.com/class/info.aspx?5mA7G8fKaxkLD5XuOZBw41%2f261MaC24YtNIW050H5TZKwzLU4dQisoPEAB2Wb5RnV%2boc0%2bN%2b4tGKMeWsHvSDVTAuSZ1tnj9tP9B2SaPIlSulNyPNakHNey3tVSx7U3AN) and is followed by a Dance in Second Life in the Chilbo Education Village Welcome Area behind the SLMOOC16 Headquarters Building. Don't miss it! 

Here's the YouTube Playlist of introductions and information that are already available for you to look over (with links to the Facebook page, Twitter, and other resources are in the Video descriptions) on Course Organizer Dr. Nellie Deutsch's YouTube Page: https://www.youtube.com/playlist?list=PL8JUcjyABKxmmlov_CYLmSvX1XgpMsMAU&jct=ecVoBk-SAlAtfdPakPmXo6mTG8JW8g ;

Here's a link to a great Haiku Presentation by SLMOOC Course Organizer Dr. Doris Molero where information on the course is available as well: https://www.haikudeck.com/slmooc16-education-presentation-d0b6eed21a ;

Don't forget to add your profile, put up a photo, and write a brief description of yourself in your profile so we can go know each other quickly! See you soon in SLMOOC16 on Moodle for Teachers (M4T)! 

Nan Zingrone (aka Maggie Larimore in Second Life)
Doris Molero (aka Pionia Destiny)
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Ocho pasos para usar en clase la narración digital o digital storytelling | aulaPlaneta

Ocho pasos para usar en clase la narración digital o digital storytelling | aulaPlaneta | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
La narración digital o digital storytelling es una técnica educativa que permite a los estudiantes aprender mediante la creación de historias apoyadas en el uso de las TIC. Aunque el concepto de narración no es nada nuevo – el ser humano ha adquirido conocimientos a lo largo de la historia gracias a la narrativa oral y escrita –, la aparición de las nuevas tecnologías ha ampliado y potenciado su abanico de posibilidades. Te mostramos cómo utilizar con tus alumnos la técnica de digital storytelling en ocho sencillos pasos.
Dr. Doris Molero's insight:
¿QUÉ SON LOS RELATOS DIGITALES O DIGITAL STORYTELLING? Los relatos digitales o digital storytelling son el arte de contar historias con la ayuda de herramientas digitales como el video, los interactivos, el audio y otros muchos recursos TIC. Esta técnica puede involucrar tanto a profesores como a alumnos en el aula: Los profesores pueden crear historias digitales para despertar el interés de los alumnos por un determinado tema, o para presentarles la materia en un formato más interesante. Los alumnos pueden utilizar relatos digitales como una potente herramienta de aprendizaje. Les ayudará a desarrollar competencias como la digital o la lingüística, entre otras; fomentar su creatividad, y trabajar distintos procesos cognitivos, como la comprensión, el análisis o la síntesis. Se convertirán en creadores de contenidos y no en meros consumidores.
 
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Businessballs free online learning for careers, work, management, business training and education

Free online education for ethical work, business, careers and life learning; training materials for entrepreneurs, organizations, self-development, business, management, sales, marketing, project management, communications, leadership, time management, team building and motivation.
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great bank of resources.. Have fun!
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5 skills students need to be contributing global citizens

5 skills students need to be contributing global citizens | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

This month we look to answer the following highly controversial question “What are the important skills, behaviors, and attitudes that students need to become contributing global citizens?” 

Dr. Doris Molero's insight:
In the 21st century, our learners are truly global citizens who are immersed in the world that they live both physically and virtually, or at least they should be.

Educators need to provide students with the behaviors, knowledge & skills to become responsible global citizens who can take action to solve a problem either individually or with others. So what are the important skills, behaviors, and attitudes that students need to become contributing global citizens?

Being a creative thinker – the ability to ‘think outside the box’ is an important skill for students to have as we prepare them for a world that is in a constant state of change. 

Being a problem solver – the ability to solve problems independently and with others is critical for the future where we will face many challenges that need out of the box thinking to solve. 

Being able to collaborate – the ability to work with others and be sociable. 

Being able to communicate effectively – the ability to communicate effectively means to communicate in the most appropriate way depending on the course of action required. 

Being ethical and empathetic – the ability to do the right thing, even when nobody is watching. The ability to be selfless, caring and helpful and respectful of others religions, cultures, races, and genders. 
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Pensamiento crítico, un reto del docente del siglo XXI 2da Edición

Pensamiento crítico, un reto del docente del siglo XXI 2da Edición | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
Pensamiento crítico, un reto del docente del siglo XXI 2da Edición
Dr. Doris Molero's insight:
Este curso está diseñado para que los profesores y las profesoras aprendan sobre el pensamiento crítico y su enseñanza, sin embargo, no está pensado sólo como un curso teórico, sino como un espacio en el que el conocimiento didáctico que ya poseen, se enriquezca. Es por esto, que en este curso se dedican algunas sesiones a desarrollar conocimientos concretos acerca del pensamiento crítico y otras a desarrollar conocimiento acerca de cómo diseñar procesos de enseñanza que generen pensamiento crítico en los y las estudiantes. Un elemento fundamental del curso es que se presentan ejemplos desde cuatro áreas básicas que son: la lectoescritura, las matemáticas, las ciencias naturales y la educación ciudadana; usando la energía renovable como un contenido transversal a todas ellas. El objetivo fundamental de este cursos es transformar la práctica docente a través del diseño de unidades didácticas enfocadas al desarrollo del pensamiento crítico de los y las estudiantes en las diferentes disciplinas.

Fecha de comienzo 14 Febrero 2017
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For Millions of Immigrants, a Common Language: WhatsApp

For Millions of Immigrants, a Common Language: WhatsApp | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
Mr. Koum’s story carries greater resonance because his app has quietly become a mainstay of immigrant life. More than a billion people regularly use WhatsApp, which lets users send text messages and make phone calls free over the internet. The app is particularly popular in India, where it has more than 160 million users, as well as in Europe, South America and Africa.

Because it’s free, has a relatively good record on privacy and security, and is popular in so many parts of the world, WhatsApp has cultivated an unusual audience: It has become the lingua franca among people who, whether by choice or by force, have left their homes for the unknown.
Dr. Doris Molero's insight:
WhatsApp’s innovations tend to be subtle. One of the secrets to WhatsApp’s growth has been a focus on simplicity. The app is purposefully unflashy, and it does just a few things — texts, voice calls and video calls. As a result, it is supremely easy to use even for people who are neophytes to digital technology. This is one reason immigrants find it so powerful; it has given them access to a wider set of relatives who might have shunned the social networks that came before. Adoption of WhatsApp often follows a curious pattern — older relatives often suggest it to younger ones, rather than the other way around.

Personally, this application has allowed me to keep in touch with my family back in Venezuela. I can follow what's happening in my trouble homeland and in everyday life of my loved ones and friends. It allows me, now living in Argentina to feel close home.

It's also a great tool to use with students. :)
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textadventures.co.uk - Create and play text adventure games

Play text adventure games, create and share your own interactive fiction stories.
Dr. Doris Molero's insight:
textadventures.co.uk is a community of interactive fiction game makers and players. All games here are either playable in your web browser, or as an app for your smartphone or tablet. Almost all are free, and you can even make your own, using their free software - Quest or Squiffy.
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Marco Común de Competencia Digital Docente - 2017

Marco Común de Competencia Digital Docente - 2017
Dr. Doris Molero's insight:
La competencia digital es una de las 8 competencias clave que cualquier joven debe haber desarrollado al finalizar la enseñanza obligatoria para poder incorporarse a la vida adulta de manera satisfactoria y ser capaz de desarrollar un aprendizaje permanente a lo largo de la vida, según las indicaciones del Parlamento Europeo sobre competencias clave para el aprendizaje permanente (Recomendación 2006/962/CE del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente, Diario Oficial L 394 de 30.12.2006). 

La competencia digital no sólo proporciona la capacidad de aprovechar la riqueza de las nuevas posibilidades asociadas a las tecnologías digitales y los retos que plantean, resulta cada vez más necesaria para poder participar de forma significativa en la nueva sociedad y economía del conocimiento del siglo XXI.

Las áreas de competencia digital del Marco DIGCOMP 2.0 pueden resumirse de la siguiente forma: 

1. Información y alfabetización informacional: identificar, localizar, recuperar, almacenar, organizar y analizar la información digital, evaluando su finalidad y relevancia. 
2. Comunicación y colaboración: comunicar en entornos digitales, compartir recursos a través de herramientas en línea, conectar y colaborar con otros a través de herramientas digitales, interactuar y participar en comunidades y redes; conciencia intercultural. 
3. Creación de contenido digital: crear y editar contenidos nuevos (textos, imágenes, videos…), integrar y reelaborar conocimientos y contenidos previos, realizar producciones artísticas, contenidos multimedia y programación informática, saber aplicar los derechos de propiedad intelectual y las licencias de uso. 
4. Seguridad: protección personal, protección de datos, protección de la identidad digital, uso de seguridad, uso seguro y sostenible. 
5. Resolución de problemas: identificar necesidades y recursos digitales, tomar decisiones a la hora de elegir la herramienta digital apropiada, acorde a la finalidad o necesidad, resolver problemas conceptuales a través de medios digitales, resolver problemas
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Bryn Oh’s Hand in Immersiva Second Life

Bryn Oh’s Hand in Immersiva Second Life | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Hand, Bryn Oh’s latest full region installation officially opens in Second Life on Saturday, December 10th at 12:00 noon SLT. It offers visitors an immersive experience which mixes art and storytelling with a touch of mystery and discovery.

On arrival, visitors are asked to accept the experience HUD (which will initially be blank) , and which can be minimised by clicking the dancing figure icon. As there is a lot of text to be read as one progresses through the experience, the HUD can also be further enlarged by clicking the Extra Large Text button on the HUD.


Via Ann Owiti
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Word of the day: crib sheet. Learn English in London

Word of the day: crib sheet. Learn English in London | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
Word of the day: crib sheet. Learn English in London, study IELTS exam, business English, teacher training. Contact ☎ 020 7580 3164
Dr. Doris Molero's insight:
The London Language lab is one of my favorites language blogs. Hugh is an excellent teacher and writes wonderful posts full of interesting words and expressions as well as British Culture. So if you are planning to visit London and practice your English.. this blog is one of the best. In this word of the day post, He tells us about the long history of cheating in exams, before moving onto a common way we give advice in everyday spoken English. Enjoy it!
 
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Instructional Design principles lecture (SAM)

This video is a lecture on Instructional Design Principles and focuses on SAM.

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Analizando la transformación digital en la educación - Instituto de Tecnologías para Docentes | Yo Profesor

Analizando la transformación digital en la educación - Instituto de Tecnologías para Docentes | Yo Profesor | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
La transformación digital ha llegado a las aulas. Pero más allá de enseñar a los alumnos a utilizar las nuevas tecnologías (hoy en día muchos ya son nativos digitale

Via Ramiro Aduviri Velasco
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Olaia Baquedano's curator insight, November 15, 2016 1:20 PM
Analizando la transformación digital en la educación #SCEUNED16 | @scoopit via @ravsirius http://sco.lt/...
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University of Michigan Turns Courses Into Games (EdSurge News)

University of Michigan Turns Courses Into Games (EdSurge News) | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
“School is a game,” says Barry Fishman, University of Michigan professor of education and information. But unlike Monopoly or Taboo, Fishman believes the plays and strategies in higher education courses are often poorly designed. He and his colleagues at U-M’s Gameful Learning Lab are working together to incorporate essential elements of well-designed games into courses.
Dr. Doris Molero's insight:
Gameful learning has a strong focus on students’ self-motivation. According to the GradeCraft site, gameful pedagogy is having students “make meaningful choices over what they are doing (autonomy), be challenged by a task but feel like they can succeed (competency), and feel connected to those around them (belongingness).”
GradeCraft supports gameful learning in a number of ways. Students earn points by completing a much wider variety of assignment and assessment pathways than what is typically seen in most higher education courses today. Their grades are determined by points accumulated. Students also have autonomy to choose what they want to do within that wide variety of assignments and assessments. 
GradeCraft gives students freedom to fail by encouraging them to take risks and explore with no negative impact on their final grade. They also can see their progress via the GradeCraft dashboard’s Grade Predictor feature— graphical and tabulation interface that shows students how each assignment and assessment they autonomously pursue affects the number of points they attain.
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Take Note: How to Curate Learning Digitally

Take Note: How to Curate Learning Digitally | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
In an age when simple facts can be Googled and students create with a combination of analog and digital tools, they need to think about note taking as an opportunity to curate and synthesize information so that they can make conclusions, build deeper understanding, and construct new knowledge. Whether students choose to handwrite, sketch, or type their notes, the challenge lies not in choosing, but in creating a system that allows them to ultimately curate, synthesize, and reflect on what they learn.
Dr. Doris Molero's insight:
Curation implies more than just collecting resources into a folder or notebook. It assumes a level of thoughtfulness as the curator considers the value that each artifact possesses within the context of the overall experience.

Students may choose to work on paper as well as digitally, taking photos to merge the two together. However, without careful consideration of curation, synthesis, and reflection, they may confuse the process rather than enhance it. Regardless of whether students prefer to initially take notes in physical or digital media, they need an opportunity to organize their work and connect ideas across the curriculum. At that point, the process shifts from simply transcribing notes to archiving learning. What are your thoughts about and experiences with digital curation?

Beth Holland Johns Hopkins University Doctoral Student & EdTechTeacher Instructor
 
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How to curate digitally! 
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This virtual lab will revolutionize science class

This virtual lab will revolutionize science class | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
Virtual reality is no longer part of some distant future, and it's not just for gaming and entertainment anymore. Michael Bodekaer wants to use it to make quality education more accessible. In this refreshing talk, he demos an idea that could revolutionize the way we teach science in schools.
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‘Compojing’: Writing with Emoji for Fun and Profit - DML Central

‘Compojing’: Writing with Emoji for Fun and Profit - DML Central | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
When an individual writes something within Slack, participants can respond with a “reaction” rather than with text. Frequently, our group uses this for coordinating meeting times and to ensure everyone is on the same page for instructions. It isn’t uncommon to see a question like “Can I get a high-five if the meeting next week works for you?” followed by a series of hands, wayward thumbs-ups, and whatever other icons participants choose to use. It is a quick visualization of synthesizing and responding to information in a way that is different than written text.
Dr. Doris Molero's insight:
Emoji, like language, can be tied to larger power structures. While I enjoy surprising friends with the silly emoji I’ve purchased, I am also reminded that someone profits from my use of these new tools for composition. Like the discussion within a recently published history on digital word processing, emoji are tied to larger histories of digital production and power.
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Learning in the digital age - theory and practice

Learning technology is just about everywhere in education. Universities are replete with lecture capture tools, interactive media, web based content and personal response technologies; students arrive equipped with social media and mobile devices; technology supported distance education has been long established; universities are experimenting with flipped classrooms, gaming and MOOCs

Dr. Doris Molero's insight:
What should we make it all, and do we consider these new trends threats or opportunities? How might we harness the powerful potential of these tools and technologies to engage students more, and enhance learning in higher education? What theories could be used to explain these phenomena, and how can social/psychological models better our understanding of how people learn when their communication, relationships and learning are mediated through technology? Can the established theories still offer useful explanations of new practices and experiences, or can we gain some illumination for a better understanding of learning in the digital age from the newer theories?
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The ITEN Audio Classroom: “Critical Thinking for Teachers”

Ms. Dominguez, a young teacher, sets out to help her students become great thinkers. First, though, she must convince her mentor, Ms. Brown, that forming and defending an opinion is as important as knowing the facts. Their student, Charles, has hard decisions to make, such as which summer job he should accept. Can his teachers and friends help him realize he has the tools to make the tough calls? As the story unfolds, learn practical strategies including the art of asking thinking questions and the use of Socratic seminar to help students lead a discussion. You will participate in the program, “Critical Thinking for Teachers,” by writing questions for your own classroom, making lesson plans, and more. At the end of this experience you will understand more clearly the value of critical thinking and have new ideas on how to promote it in and out of the classroom.
Dr. Doris Molero's insight:
Participate now! Click the name of a program to listen. 

Download the Listener’s Guide
here: http://www.oas.org/en/iten/PDFs/CTT%20listener%20guide%20complete.pdf

Download episodes for listening offline and subscribe to the podcast here https://soundcloud.com/iten-468155023
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The 36 Questions That Lead to Love

The 36 Questions That Lead to Love | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
A series of personal questions used by the psychologist Arthur Aron to explore the idea of fostering closeness through mutual vulnerability.
Dr. Doris Molero's insight:
Great article for a class conversation. It includes a podcast so students can listen to the article and discussin groups. The questions are also interesting and set scenarios for students to discuss.
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5 Great Interactive Fiction Games You Can Play Online Right Now

5 Great Interactive Fiction Games You Can Play Online Right Now | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

In the early 80’s most of the best games were text-based, meaning the graphics were provided by the player’s imagination. Just as film-making will never match books in my opinion, modern graphics haven’t yet caught up to the power of well-written text games and their ability to harness the imagination.


Justin Pot is a technology journalist based in Portland, Oregon. He loves technology, people and nature.

Dr. Doris Molero's insight:
According to Wikipedia, Interactive fiction, often abbreviated IF, is software simulating environments in which players use text commands to control characters and influence the environment. Works in this form can be understood as literary narratives, either in the form of Interactive narratives or Interactive narrations. These works can also be understood as a form of video game,[1] either in the form of an adventure game or role-playing game. In common usage, the term refers to text adventures, a type of adventure game where the entire interface can be "text-only",[2] however, Graphical text adventure games, where the text is accompanied by graphics (still images, animations or video) still fall under the text adventure category if the main way to interact with the game is by typing text. Some users of the term distinguish between interactive fiction, known as "Puzzle-free", that focuses on narrative, and "text adventures" that focus on puzzles. 

This kind of games are just excellent to try them out in class. Great way to have students playing, having fun and thinking critacally. You can have them work in groups and use lots of language in context. 
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Realidad Virtual en Educación (1ª edición)

Realidad Virtual en Educación (1ª edición) | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
#VRMOOC - EL MOOC "REALIDAD VIRTUAL EN EDUCACIÓN" TE OFRECE LAS CLAVES PARA APLICAR LA VR EN EL AULA DE MANERA EFECTIVA.
Dr. Doris Molero's insight:
La principal finalidad de este MOOC es capacitar a los participantes en la adquisición de las competencias necesarias (conocimientos, aptitudes y habilidades) que les permitan lograr implementar de una manera efectiva la VR en procesos formativos. Se motivará el aprendizaje personal y el desarrollo profesional en torno a estas tecnologías, planteando diferentes actividades y generando espacios digitales en los que poder compartir inquietudes, colaborar activamente con otros profesionales y construir colectivamente nuevos conocimientos y enfoques vinculados a las posibilidades de la VR en Educación.

COMPETENCIA DIGITAL 
La realización de este MOOC te ayudará a alcanzar un nivel B1, según el Marco Común de Competencia Digital Docente 2017, adquiriendo y/o desarrollando las siguientes competencias: 
1.1 Navegación, búsqueda y filtrado de información, datos y contenidos digitales, del Área 1: Información y alfabetización informacional y la competencia 5.3 Innovación y uso de la tecnología digital de forma creativa del Área 5: Resolución de problemas. Además, te ayudará a alcanzar un nivel C1 en las competencias 1.2 Evaluación de información, datos y contenidos digitales del Área 1: Información y alfabetización informacional; 2.4. Colaboración mediante canales digitales, del Área 2: Comunicación y colaboración; las competencias 3.1 Desarrollo de contenidos digitales y 3.2 Integración y reelaboración de contenidos digitales del Área 3: Creación de contenidos digitales; la competencia 4.3 Protección de la salud del Área 4: Seguridad.
 
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RealLife Radio #126 - Facebook and American Politics - RealLife English

RealLife Radio #126 - Facebook and American Politics - RealLife English | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Ready to dive into one of the most frequent questions lately? Can you guess what it is? “What the hell is happening in the United States??” As Americans living in Brazil, we have been getting asked A LOT about the recent elections in the United States. Although we are not going to be talking too much about our political preferences, in this RLR episode we will discuss why the elections may have resulted how they did. More importantly, we will use this as an example of why Global Communication and being a diplomatic communicator is SO crucial nowadays! And we have a special guest, Teacher Vanessa from the United States, to help us. Ready to improve your English (with over 50 new words and phrases! See below) and learn about some really cool topics?

 
Dr. Doris Molero's insight:
Great podcast. Improve your listening skills and learn vocabulary. Great tips on how to learn a new language.
 
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REPORTE EDU TRENDS
EDICIÓN EDUCACIÓN BASADA
EN COMPETENCIAS

REPORTE EDU TRENDS <br/>EDICIÓN EDUCACIÓN BASADA<br/>EN COMPETENCIAS | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
REPORTE EDU TRENDS EDICIÓN EDUCACIÓN BASADA EN COMPETENCIAS

Via Mariano Fernandez S.
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Teachers Guide to Creating and Publishing Websites Using The New Google Sites

Teachers Guide to Creating and Publishing Websites Using The New Google Sites | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education

Via Mariano Fernandez S.
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LinkedIn Learning: Online Courses for Creative, Technology, Business Skills

LinkedIn Learning: Online Courses for Creative, Technology, Business Skills | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
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Dr. Doris Molero's insight:
Well, LinkedIn also joined the training craze... Just check out with them and select the training you need.  Teachers can select from different topics:
How to Increase Learner Engagement
Instructional Design Essentials: Adult Learners
How to Teach Complex Topics
PowerPoint for Teachers: Create Interactive Lessons
How to Teach with Desire2Learn 2016

and many more... :)
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We've stopped trusting institutions and started trusting strangers

We've stopped trusting institutions and started trusting strangers | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
There are, in fact, hundreds of definitions of trust, and most can be reduced to some kind of risk assessment of how likely it is that things will go right. But I don't like this definition of trust, because it makes trust sound rational and predictable, and it doesn't really get to the human essence of what it enables us to do and how it empowers us to connect with other people.
4:32
So I define trust a little differently. I define trust as a confident relationship to the unknown. Now, when you view trust through this lens, it starts to explain why it has the unique capacity to enable us to cope with uncertainty, to place our faith in strangers, to keep moving forward.
Dr. Doris Molero's insight:
Great talk on trusting and how it's changing thanks to technology. This wonderful talk by Rachel Botsman describes how people is not trusting institutions anymore. They are intead taking a leap of faith and trusting others.

Rachel says...
The way trust flows through society is changing, and it's creating this big shift away from the 20th century that was defined by institutional trust towards the 21st century that will be fueled by distributed trust. Trust is no longer top-down. It's being unbundled and inverted. It's no longer opaque and linear. A new recipe for trust is emerging that once again is distributed amongst people and is accountability-based.

Today, many of us are comfortable getting into cars driven by strangers. We meet up with someone we swiped right to be matched with. We share our homes with people we do not know. 

This is just the beginning, because the real disruption happening isn't technological. It's the trust shift it creates, and for my part, I want to help people understand this new era of trust so that we can get it right and we can embrace the opportunities to redesign systems that are more transparent, inclusive and accountable.
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