Recent literature on MOOCs suggests that many of the lessons taught by decades of e-learning experimentation have not been learned, reflected upon and that learning in an online or blended context is not simply “repackaging” a course or posting course notes online with some video-captured content.Few in the literature argue for instance that better institutional collaboration and synergy and a significant review and better alignment and integration of institutional academic advising, academic su
Artículo de Teemu Leinonen en su blog acerca de la búsqueda de una visión (y de acciones) para rediseñar la educación en Finlandia. Leinonen plantea una estrategia, resumida en tres puntos básicos, pensando en todos los niveles desde la educación infantil a la formación en los puestos de trabajo.
Durante 2014 hemos estado recogiendo información sobre el uso de las tablets y los smartphones para acceder a recursos educativos en España y Latinoamérica, y hemos podido darnos cuenta de que están pasando cosas muy interesantes.
En las organizaciones, los recursos para el aprendizaje pueden utilizarse en distintos contextos pero que tienen un foco principal y clarísimo: facilitar el aprendizaje con un modelo práctico y social. Aprender a realizar las tareas concretas del día a día, a enfrentarse a los problemas y ser resolutivo.
This year’s report, Digital Learning 24/7: Understanding Technology – Enhanced Learning in the Lives of Today’s Students, provides landmark findings on the efficacy and value associated with popular digital learning initiatives: blended learning, online learning, school-assigned mobile devices and STEM learning. The views, values and experiences of students taking part in these digital learning initiatives are compared with students in more traditional classroom-based education. “We hope by highlighting the views and values of today’s students, especially those students who are living a digital learning experience, this year’s report stimulates new discussions around the effective use of digital tools, resources and content to support student learning,” said Julie Evans CEO of Project Tomorrow.
Today I had an interesting exchange of views on Twitter... about Twitter. I mentioned that I strongly encourage the use of Twitter in my classes. Someone remarked that they thought it was strange that I 'interposed media between myself and my students.' Well, firstly, this sounds as though I am deliberately trying to hide behind technology, which is patently untrue. If I wanted to hide behind technology, I would stay at home, and use my laptop and 'death by PowerPoint' to lecture to my students from a safe distance. I would probably turn off my camera too, so I didn't have to shave or comb my hair. No, you can be assured that if I use any technology with my students, it is for a clearly thought through, and logical reason that supports good pedagogy.
Victoria Marín's insight:
Nice blogspot of Steve Wheeler supporting the use of Twitter in the classroom.
When I first used Twitter, it was a bit of a punt. But like most social media you have to ‘do it’ to ‘get it’. After some time you start to see patterns, specific uses emerge. One that surprised me was, as many report, CPD.
Victoria Marín's insight:
Interesting blogpost on Twitter for Continuing Professional Development (CPD) by Donald Clark.
Two university-wide surveys about students’ mobile technology ownership and learning practices show that mobile device ownership is high and continues to increase among students. Students and instructors need technical, logistical, and pedagogical support for integrating mobile devices and apps in formal and informal learning environments. Continuous support and targeted training resources at the University of Central Florida have produced positive changes in students’ mobile learning practices.
Un esquema comentado de mi sistema habitual de trabajo como content curator es algo que tenía intención de hacer desde que leí hace semanas el post de Enrique Dans Sobre mi forma de trabajar, que comenté en su día en Lecturas recomendadas de curation. Semanas después, el artículo en esta misma línea de David Álvarez, Gestionando el caos a través de mi PLE (mi comentario), me reafirmó más si cabe en esa intención. Aunque he tardado algo, puedo presentarlo por fin aquí.
Most people have heard Clay Shirky’s quote that, “It’s not information overload, it’s filter failure.” The professor and author has coined terms such as ‘cognitive surplus’ to explain that we have the mental capacity to do a lot more with our collective intelligence, but too often, societal barriers inhibit us.
I recently got an iPad Air, which I absolutely love! It’s great for surfing the net, posting on social media and answering emails. First thing in the morning will find me snuggled on my sofa with a cup of tea, iPad Air in hand. Tables and smart phones mean that mobile learning anywhere, anytime is now a reality. I was very dubious about the first generation of mobile devices and sceptical of those who raved about their potential for learning. Remember palm tablets? Nasty gritty small screen and not a very intuitive interface.
Victoria Marín's insight:
Reflection of mobile learning possibilities by Grainne Conole.
Se acaba de publicar el informe NMC Horizon Report > 2015 Higher Education Edition, en el que se identifican seis tendencias clave, seis retos significativos y seis desarrollos importantes en tecnología educativa para la educación superior. En cada uno de estos apartados, se distinguen como de costumbre tres horizontes de adopción: corto, medio y largo plazo.
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