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6th SLanguages Annual Symposium - AVALON

6th SLanguages Annual Symposium - AVALON | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
28-30 September 2012
A 3-day conference for language education in virtual worlds.

 

 

Everybody is welcome... want to get an avi and partici`pate.. just call on me.. I will help.. :)

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Beyond The Circuits: A Student’s Experience with 6.002x

Beyond The Circuits: A Student’s Experience with 6.002x | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
Reflection by Arthur Amaral Note: Arthur, an 18-year-old Brazilian student, sent us this reflection after taking 6.002x in the spring.
“A course with certification from MIT? Sounds like a...
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Innovating Pedagogy 2012: Report July 2012

Innovating Pedagogy 2012
Exploring new forms of teaching, learning and assessment, to guide educators and policy makers.

 

This first report proposes ten innovations in pedagogy that are already in currency but have not yet had a profound influence on education.

 

Assessment for learning: Assessment that supports the learning process through diagnostic feedback. Assessment for learning is a process of mutual adaptation: students reflect on, share and regulate their learning; tutors monitor and assist the learning progress; computer systems orchestrate the process, providing timely feedback and overviews.

 

Badges to accredit learning: Open framework for gaining recognition of skills and achievements. ‘Badges’ offer a way
of accrediting this learning that takes place outside formal educational institutions. The badges permit the learner to split a module into smaller units each with its own meaningful reward. For example, a computing course may offer badges for understanding hardware, programming concepts, programming ability (at various levels), and for completing an independent project. These are of value in themselves and can start to generate profiles for learners that follow different paths through the same material.

 

Learning analytics: Data-driven analysis of learning activities and environments. Learning analytics are concerned with the needs of learners and teachers and so focus on understanding and optimizing learning and the environments within which it takes place.

 

MOOCs: Massive open online courses. Massive open online courses (MOOCs) are attempts to create open access online courses that provide no constraints on class size. In contrast to open courseware, MOOCs are selfmanaged by groups of learners and teachers and run over a defined period of time, typically 6-12 weeks. MOOCs are open to all, have no formal entry requirements, and can provide a framework for ‘badge’ based recognition. They may support opportunistic ad hoc engagement with individual activities or resources, as well as a more disciplined commitment to the course as a whole. MOOCs can be purely informal offerings, or opportunities for independent learning aligned to a formal course, or semi-formal courses offered by an institution for informal certification.

 

New pedagogy for e-books: Innovative ways of teaching and learning with next-generation e-books. Students in higher education are rapidly adopting e-books for leisure reading and some are using their e-book readers (e.g. the Kindle) or tablets (e.g. the iPad) to read course texts and supplementary materials in pdf format. Surveys of student use of iPads indicate convenience, availability and portability as benefits of electronic books and documents, compared to printed texts. A few institutions are responding by publishing their course materials in standard e-book format. However, several US surveys of student use of Kindles found a wide gap between their use for personal reading and for academic study. The devices did not support the students’ current study practices such as having several documents open on a desk simultaneously, annotating pages, using sticky notes and bookmarking.

 

Personal inquiry learning: Learning through collaborative inquiry and active investigation. When John Dewey, over 100 years ago, proposed inquiry learning as a basis for science education, he also advocated that the problems to be studied should relate to students’ experiences, with the students as active learners posing questions to which they genuinely want to know the answer, carrying out investigations that relate to their own needs and concerns, and discussing emerging findings with peers and experts. If learners are expected to engage in learning processes modelled on scientific practices, they need tools that offer them investigative powers equal to those of scientists. Such inquiry toolkits are becoming more affordable as mobile phones become scientific instruments equipped with embedded sensors, camera, voice recorder and powerful computer.

 

Publisher led mini-courses: Publishers producing commercial short courses for leisure and professional development. The traditional business of educational publishing is being disrupted by new types of online content and a revolt from their institutional subscribers over unsustainable charging models and practices. Some traditional media companies are responding by marketing mini-courses, either in affiliation with recognised educational providers, or independently. The aim is to sustain deep and persistent engagement of students, adding value to a publisher’s wares. The courses may operate online at a distance, such as the Economisteducation courses, or involve scheduled face-toface sessions, such asthe Guardian masterclasses. Some compete directly with the further and higher education sector, such as the Condé Nast College of Fashion & Design year-long Vogue Fashion Foundation Diploma.

 

Rebirth of academic publishing: New forms of open scholarly publishing. Academic publishing of journal articles has an
unusual business model: those who carry out a significant part of the work (authoring, reviewing, and editing) often receive no remuneration for it, and indeed may need to pay to see the results in print or to gain online access to the journal. Models where access is freeand open appear to be gaining traction and indicate an alternative path. These alternatives also have some difficulties in offering sustainable revenue but have distinct advantages in supporting the primary purpose of writing academic papers, which is to get thempublished and read. It is therefore important to understand and plan for a change from paid access to academic knowledge to access based on openness, and to appreciate the implications that has for measures of quality as well as for costs. Proponents of open publishing must confront the need to maintain academic quality, as a means for authors to establish academic credentials and for readers to have assurance that the work is rigorous, accurate and novel.

 

Directory of open access journals:
http://www.doaj.org/


Public Library of Science (PLoS):
http://www.plos.org/


Journal for Interactive Media in Education (JIME):
http://www-jime.open.ac.uk/


Budapest Open Access Initiative, 2002:
http://www.soros.org/openaccess/read.shtml

 

 

 

Rhizomatic learning: Knowledge constructed by selfaware communities adapting to environmental conditions. Seen as a model for the construction of knowledge, rhizomatic processes hint at the interconnectedness of ideas as well as boundless exploration across many fronts from many different starting points. Dave Cormier has done most work on this as a theory, and he suggests that rhizomatic learning is a means by which learners develop problem-solving skills for complex domains. A MOOC can be seen as an example of rhizomatic learning, where students are expected to operate in a networked, open manner and offer peersupport, but the concept is broader than a single course or event. “Curriculum and subject knowledge are constructed from contributions by members of the learning community, and which can be reshaped and reconstructed in a dynamic manner in response to environmental conditions ”

 

Seamless learning: Connecting learning across settings, technologies and activities. Seamless learning is when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings. Such learning may be intentional, such as when a learning activity starts in a classroom then continues through an informal discussion with colleagues, or online at home. It can also be accidental, for example when an interesting piece of information from a newspaper or television programme sparks a conversation with friends. Seamless learning can be a collective or an individual process. It can extend across time and locations, offer ubiquitous access to learning resources, encompass physical and digital worlds, engage multiple types of device, and integrate different approaches to teaching and learning. The seams that were once apparent – between learning episodes in formal and informal settings, at specific times of the day, in resource-rich places, or with available experts – can blur or disappear.

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Dumbo Feather - Sir Ken Robinson is an Education Reformer

Dumbo Feather - Sir Ken Robinson is an Education Reformer | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

SIR KEN ROBINSON: I’ve always been struck by the fact that all people have amazing natural abilities and talents. To be a human being at all is to be an example of tremendous diversity, of tremendous ability.

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Conversation with Michael Wesch - A Cultural Anthropologist Online Class by Dr. Nellie Deutsch

Conversation with Michael Wesch - A Cultural Anthropologist Online Class by Dr. Nellie Deutsch | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Professor Michael Wesch live in a conversation with Dr. Nellie Deutsch:

 

http://www.wiziq.com/online-class/902321-conversation-with-michael-wesch-a-cultural-anthropologist

 

 

Here's a video Michael Wesch created on Youtube that made him famous: http://youtu.be/6gmP4nk0EOE ;

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When Students Are Inspired, They and Their Teachers Are Happier

When Students Are Inspired, They and Their Teachers Are Happier | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Happiness interview: Andrew Mangino. By Gretchen Rubin...

 

How can we usher in a new era of happiness (and inspiration) in America's schools?


I had to include this question because it's the one I think about every day!

 

Our team at The Future Project believes that just as there is an achievement gap, there is also an inspiration deficit in our schools. When students (and teachers, administrators, custodians, coaches, and parents) are not inspired, they are not happy -- at least not as happy as they could be! Nor do they learn well; reform, we believe, must be built on a foundation of inspiration. So, we're aiming to bring about the world in which all students have found something that inspires and truly excites them, whether civil engineering, French food, botany, or the Roaring Twenties, and channeled it to improve the world around them. All before finishing high school!

 

Read more, very interesting...:

http://www.psychologytoday.com/blog/the-happiness-project/201107/when-students-are-inspired-they-and-their-teachers-are-happier

 

 

 

What's the way to inspire students? I ask that question to myself everyday.... I will keep on asking.. :) 


Via Gust MEES, Alfredo Calderon, juandoming
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Konstantinos Kalemis's comment, July 5, 2012 4:51 AM
1. Explain. Some recent research shows that many students do poorly on assignments or in participation because they do not understand what to do or why they should do it. Teachers should spend more time explaining why we teach what we do, and why the topic or approach or activity is important and interesting and worthwhile.
2. Reward. Students who do not yet have powerful intrinsic motivation to learn can be helped by extrinsic motivators in the form of rewards. Rather than criticizing unwanted behaviour or answers, reward correct behaviour and answers.
3. Care. Students respond with interest and motivation to teachers who appear to be human and caring.
4. Have students participate. One of the major keys to motivation is the active involvement of students in their own learning.
5. Teach Inductively.
6. Satisfy students' needs. Attending to need satisfaction is a primary method of keeping students interested and happy.
7. Make learning visual. Use drawings, diagrams, pictures, charts, graphs, bulleted lists, even three-dimensional objects you can bring to class to help students anchor the idea to an image.
8. Use positive emotions to enhance learning and motivation. Strong and lasting memory is connected with the emotional state and experience of the learner.

Konstantinos Kalemis's comment, July 5, 2012 4:52 AM
Also, we have a large number of WEB 2.0 tools for free use in our class.
Gust MEES's comment, July 5, 2012 5:08 AM
@Konstantinos Kalemis,

Hi,
Thanks for your comment, much appreciated...

have a nice day :-)
Gust
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SLATES12

Machinima producida con la participacion de los integrantes del curso SLATES'12.

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Creating and publishing surveys in Survey Monkey

Creating and publishing surveys in Survey Monkey | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
Here is how to create surveys in Survey Monkey, http://surveymonkey.com Sign in First create an account Once you have an account you can either Sign in using that account name or LINK it to your Google Account and sign in from then on using Google...

 

I have used survey monkey and it's a really nice, easy to use tool to get feedback from students.. This tutorial by Vance is wonderful... give it a try..

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Cuarta Jornada de Conferencias #CLED2012 Online Class by Raymond Marquina

Cuarta Jornada de Conferencias #CLED2012 Online Class by Raymond Marquina | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

03:00 p.m. (Hora Venezuela)
María Cecilia Fonseca
Universidad Metropolitana, Caracas, Venezuela.
Conferencia: Diseño de un edublog multiasignaturas como Entorno de Aprendizaje

04:00 p.m. (Hora Venezuela)
José J. Contreras
Fundación CENDITEL, Mérida, Venezuela
Conferencia: Un acercamiento al problema de la práctica de la programación como apertura de libertad

05:00 p.m. (Hora Venezuela)
Alejandro Miranda
Universidad Nacional Autónoma de México (UNAM) (México)
Conferencia: Las “otras” universidades - Modelos de educación abierta y expansiva en línea

06:00 p.m. (Hora Venezuela)
María Rodríguez y Yeisa Rodríguez
Programa Fomento a la Educación Universitaria / OPSU (Venezuela)
Conferencia: Curso Avanzado de Formación Docente en Educación Mediada por las TICL: Una construcción colectiva para la definición de políticas en la formación docente en el uso educativo de las Tecnologías en el subsistema de Educación Universitaria

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ExplorArTIC | #ArTIC

#ArTIC Aprendizaje en Red con uso de TIC

Pagina que recoje las reflexiones de los participantes de la aventura conectada propuesta por Diego Leal... enriquecedora experiencia..oportunidad de observar a un grupo de personas comaprtiendo lo que es el aprendizaje en redes, de manera conectada... Disfrutando la experiencia.. :)

 

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Is Coursera the Beginning of the End for Traditional Higher Education? - Forbes

Is Coursera the Beginning of the End for Traditional Higher Education? - Forbes | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
Could high-quality MOOCs eventually do to traditional colleges and universities what Craigslist has done to classified advertising in newspapers and what Wikipedia has done to encyclopedias? In other words, could Coursera and its ilk replace a $250,000 college degree and decimate the world of brick-and-mortar colleges and universities? Coursera doesn’t even have any plans to give degrees yet, or any revenue model. But along with Coursera, there are several other big, prestigious players who have launched successful, high-quality online courses, including edX, a joint venture of Harvard and the Massachusetts Institute of Technology and Udacity, founded by Sebastian Thrun of Stanford. What might all this mean 10 or 20 years from now?

 

Are we offering our sutdents the oportunity to participate in this open source way to educate themselves?

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Mi Ruta del Saber en el Mundo del AVATAR

Mi Ruta del Saber en el Mundo del AVATAR | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Reflexiones de Moonshadown...un avatar participante de un curso de formacion educativa en Second Life.... muy acertadas las obsrvaciones... si ...me siento muy orgullosa de su actuacion en la experiencia educativa que compartimos... Felicidades Moon!!!

 

 

Reflexiones durante el camino:
"Curso Recursos Educativos en Second Life".
Final del Trayecto...esto apenas comienza...
En las indicaciones recibidas de parte de Pionia, se nos ha dicho que, para el cierre del Curso "Recursos Educativos en Second Life", hay que elaborar una serie de reflexiones finales las que presente a continuación.   sigan ..leyendo!!!

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LAS REDES SOCIALES COMO ENTORNO DOCENTE: ANÁLISIS DEL USO DE FACEBOOK EN LA DOCENCIA UNIVERSITARIA

LAS REDES SOCIALES COMO ENTORNO DOCENTE: ANÁLISIS
DEL USO DE FACEBOOK EN LA DOCENCIA UNIVERSITARIA


THE SOCIAL NETWORKS LIKE LEARNING ENVIRONMENT:
ANALYSIS OF FACEBOOK USE IN THE UNIVERSITY TEACHING


Dr. Miguel Túñez López
miguel.tunez@usc.es
José Sixto García
jose.sixto@usc.es


Universidade de Santiago de Compostela. Facultad de Ciencias de la Comunicación.
Avda. Castelao, s/n. 15782. Santiago de Compostela (España).


Dada la importancia que han adquirido las redes sociales, experimentamos la pertinencia de aproximar
los contenidos docentes a espacios de relación interpersonal del alumno, alterando los flujos de
comunicación y el concepto de movilidad del mensaje en la relación profesor-alumno en entornos virtuales.
Este artículo revisa la experiencia académica y de investigación que supuso usar una página de Facebook
como escenario de docencia. Con una simulación de la técnica de observación participante, el seguimiento
estadístico de la actividad del alumnado y una encuesta a los usuarios para medir el nivel de satisfacción,
los resultados reflejan la aceptación de la experiencia.
Palabras clave: docencia, universidad, red social

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Loveless MOOCs

Loveless MOOCs | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Excellent post by my dear Dr. Nellie Deutsch... we have been walking this road for a while..it's been fun and fruitful.. we are proof that these are the tools to help us keep on learning in  the present time... not the future.. future holds new things we are getting ready to share to....

 

Teaching & Learning Is there a paradigm shift to learning in higher education or are universities going to continue focusing on content delivery and expect...

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Knowledge Practices through Personal Learning Environments (PLE)

Diverse Knowledge Practices through Personal Learning Environments (PLE) Sabine Reisas, M.A.
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Mainland London, London City: Events - July 2012

Mainland London, London City: Events - July 2012 | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Celebrate London 2012 in Second Life..practice your English and participate in the events celebrating the Olympics.

 

London City 2012 Olympics, from 26th July.
Live coverage of the start of the London Olympics. Cash prize, the Parade and races for atheletes as they compete on the racetrack and Olympic sized swimming pool. Non-Stop party in the open air amphitheatre with top DJ's and acts. With competitions and prizes!

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Course catalog: Coursera

Course catalog: Coursera | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it
We are a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free.

 

Great opportunity.. for everyone.. check it out and embark in this adventure..it's a chance how it is to study in an international university... improve your English and learn about something you would like to know more about. Have fun! It's free!!

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Dave's Blog

Dave's Blog | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Great work.. done by one of my students.. Way to go David!!! You are a real Firework...!!

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SLOODLE Blog » Blog Archive » SLOODLE MOOC (Spanish)

SLOODLE Blog » Blog Archive » SLOODLE MOOC (Spanish) | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Mi amiga Wara Ysabel me compartio el anuncio de un nuevo MOOC... https://www.facebook.com/wara.ysabel... por supuesto ya me registre.. sloodle es una herramienta que permite administrar cursos en linea en Second Life....

 

ELEARNING3D está preparando, junto con los formadores @davidpostigo y @aureamemotech, el lanzamiento de un MOOC (Massive Open Online Course) sobre SLoodle de 20 horas de duración durante el mes de agosto, bajo metodología constructivista y "aprender haciendo".

 

Los objetivos de este curso abierto son:

(1) Reflexión y análisis de las competencias a adquirir en la educación inmersiva a través de Mundos Virtuales por parte de los formadores y profesionales del ámbito educativo.

(2) Aproximación teórica al proyecto Sloodle y a las posibilidades de interacción que ofrece para el diseño de actividades de aprendizaje.

 

A fin de conocer tu interés en el mismo y mantenerte informado, por favor cumplimenta las siguientes cuestiones.

 

https://www.sloodle.org/blog/?p=252

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Learn Prezi and make your first one

This is how.. Vance Stevens helped his students to create their first prezi--- I will follow this model and experiment with my guys.. ;)   

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Engaging students eltai 19july2012 stevens

Vance Stevens presents and discusses a course on presentation skills which he designed.

 

These are the slides.. an example of a small roject...learning from a pro.. way to go Indi!! 

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Un Nuevo Orden Académico

De necesitar la original para remezcla, favor de comunicarse a santiav2004@gmail.com...

 

Santia nos hablo de la necesidad de cambiar y abrir las universidades y la educacion... para hacerla accesible a todos.. ademas de cambiar las practicas e la sociedad industrial..

 

¡Necesitamos DISRUPTORES que deseen liderar la innovación!

 

La universidad, o resurge o se hunde…

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Mobile Learning MOOC: Online Course

Mobile Learning MOOC: Online Course | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

Learn how to reach your students wherever they are and whenever they are ready to learn!

 

Make your own podcasts, powerful presentation graphics, and screencasts. Make the best use of your Learning Management System. Engage students and peers with collaborative applications on the cloud. Write documents of e-Publication. You'll learn all this and more.

 

16 webinars!!!! enroll now..

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Siemens-KnowingKnowledgeP1.pdf | Crocodoc

material de lectura para el curso de ARTIC... tomamos esta aseveracion de George Siemens y su conocer el conocimiento...

 

Los cambios no se manifiestan de forma significativa en la sociedad hasta que alcanzan peso y fuerza suficientes. La construccion de muchos pequeños cambios requiere de largos periodos de tiempo, antes de que tenga lugar un cambio esencial. Nuestra vision conceptual del mundo del conocimiento - estatico, organizado y definido por expertos -, esta a punto de ser sustituida por una vision mas dinamica y multifacetica.

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Medieval Role play in Second Life: Roleplaying a Mage in a Mage School: Hogwarts Mischief Managed

Medieval Role play in Second Life: Roleplaying a Mage in a Mage School: Hogwarts Mischief Managed | Mundos Virtuales, Educacion Conectada y Aprendizaje de Lenguas | Scoop.it

I visited the Harry Potter Roleplay sim this week after reading about it in different blogs. The photos showed a beautiful sim, but what I consider best is the possibility of roleplaying a mage in a mage school there. But then, again I realized I will have to learn a big deal of vocabulary and have to be familiar with Harry Potter's books.

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