Openness in Education and New "Trends" in Educational Technology
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Openness in Education and New "Trends" in Educational Technology
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Autumn issue of JIME - The Ed Techie

Autumn issue of JIME - The Ed Techie | Openness in Education and New "Trends" in Educational Technology | Scoop.it
In times of fake open access journals, and open access being used as a means of making even more money by publishers, it's nice to know that some things are true to the simple values of open access...
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Connected learners need connected teachers

Connected learners need connected teachers | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Creelman links to Silvia Rosenthal Tolisano's presentations on connected teachers in this blog post.


Via Shona Whyte
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Shona Whyte's curator insight, September 28, 2013 4:10 AM

A timely post for me, as I'm starting a new cohort of pre-service EFL teachers on creating personal learning networks.

Gilles Le Page's curator insight, September 29, 2013 9:47 AM

Traduction libre d'un extrait :

"Nous devons arrêter de considérer les médias numériques comme une technologie mystérieuse réservée aux initiés, : intégrons-les dans l'enseignement comme un outil de communication naturel.

Refusons l'échapattoire du style :  «Je suis un professeur pas un technicien". ...
... "la technologie" d'aujourd'hui est mobile et omniprésente. 

L'apprentissage peut avoir lieu n'importe où, plutôt que d'être limité à la "classe". Mais nous devons d'abord apprendre à nous connecter.

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TPACK Newsletter, Issue #17: September 2013 | Punya Mishra's Web

TPACK Newsletter, Issue #17: September 2013 | Punya Mishra's Web | Openness in Education and New "Trends" in Educational Technology | Scoop.it

TPACK Newsletter, Issue #17: September 2013

Welcome to the seventeenth edition of the (approximately bimonthly) TPACK Newsletter! TPACK work is continuing worldwide. This document contains recent updates to that work that we hope will be interesting and useful to you, our subscribers.

If you are not sure what TPACK is, please surf over to http://www.tpack.org/ to find out more.

Gratuitous Quote About Technology

New technology is common; new thinking is rare — Sir Peter Blake

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Designing the Wheel: Built-in Instructional Technology (EDUCAUSE Review) | EDUCAUSE.edu

Designing the Wheel: Built-in Instructional Technology (EDUCAUSE Review) | EDUCAUSE.edu | Openness in Education and New "Trends" in Educational Technology | Scoop.it

 

Like many higher education institutions, Purdue University struggles to provide faculty with the support they need to incorporate sound use of instructional technologies in their courses. Two years ago Provost Tim Sands made a commitment to both instructional technologies and active learning, which included $100,000 funding for Instruction Matters: Purdue Academic Course Transformation (IMPACT). Goals of the IMPACT project include:

Develop a network of faculty knowledgeable in teaching and learning best practices and passionate about teaching through faculty learning communitiesBase course redesign on best practices and sound researchSupport faculty-led course redesign with campus-wide resources
Via Dr. Susan Bainbridge, ernestprats
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Adam Lenaarts's curator insight, September 22, 2013 6:03 PM

A structured approach to éducation 2.0

roberto gilli's comment, September 23, 2013 4:03 AM
The "wheel of interactive course design" model is very usefull.
Glauco Ulises Quesada Ramirez's curator insight, September 23, 2013 10:47 AM

Reinventar la rueda parece ser el único camino válido para reconfigurar nuestros esquemas de pensamiento y práctica, con los que podamos dar el salto a una sistematización de procesos más compatibles con las formas en como las personas estamos aprendiendo en el siglo XXI. 

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Edumorfosis: Diseño de Aprendizajes: Ya es tiempo de evolucionar...

Edumorfosis: Diseño de Aprendizajes: Ya es tiempo de evolucionar... | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Con el pasar de los años hemos visto cómo los recursos, softwares, aplicaciones y servicios de contenido se han transformado en herramientas blandas de utilidad. Hemos sido testigos de cómo los teléfonos inteligentes y las tabletas han dejado de ser simples artilugios de entretenimiento, comunicación y consumo de productos, para convertirse en poderosas herramientas que aumentan los niveles de productividad de los usuarios. También son utilizadas para conectar nuevas redes de conocimiento que atraviesan por estructuras sinápticas completamente diferentes a las neuronales. No solo eso, ahora extendemos nuestro alcance creando nuevas capas sociales con profesionales localizados en cualquier parte. Ahora socialilizamos en todos tiempos y en todas partes. Ya no somos tan idividualistas (capitalistas), ni somos tan gregarios (comunistas), [Dolors Reig].


Via xavier suñé
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Learning and Creating Knowledge in Social Networks

Presented to Desire2Learn Ignite conference, Melbourne

Via Marta Torán
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Marta Torán's curator insight, September 9, 2013 1:52 AM

Buenísima la presentación de George Siemens

 

Conexiones y Conocimiento

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Confessions of a PhD student (14): I am a MOOC dropout.

A couple of months ago I participated in a MOOC (Massive Open Online Course) for the first time. I was intrigued about the MOOC movement. I only had a general idea: free courses, prestigious univer...

Via Gabi Witthaus, Jesús Salinas
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Gabi Witthaus's curator insight, September 2, 2013 10:01 AM

This is a sobering account of a MOOC experience characterised by chaos - from a highly motivated independent learner, my colleague Brenda Padilla (PhD student with the Institute of Learning Innovation at University of Leicester).

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xMOOC Communities Should Learn From cMOOCs | EDUCAUSE.edu

xMOOC Communities Should Learn From cMOOCs | EDUCAUSE.edu | Openness in Education and New "Trends" in Educational Technology | Scoop.it

For those that may be unfamiliar with the terminology, xMOOCs is a term used to refer to the current breed of elite hyper-centralized Coursera- and Udacity-style MOOCs. The term distinguishes them from the early and ongoing cMOOCs: massive classes that were built as largely decentralized networked learning experiences. You can read more about the differences here (and you should click that link if you are unfamiliar with these terms -- these are important distinctions).

My sense is that, when compared to cMOOCs,  xMOOCs have a community problem


Via Fiona Harvey
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Fiona Harvey's curator insight, August 26, 2013 2:26 PM

Nice post about the differences and why the cMOOC offers more from the 'Massive'

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White paper on TPACK | Punya Mishra's Web

The Commonwealth Educational Media Center for Asia (CEMCA) recently published a report on ICT Integrated Teacher Education Models. One of the pieces in the report was by us. Here it is below:

Koehler, M.J., Mishra, P., Akcoaglu, M. Rosenberg, J.M. (2013). Technological pedagogical content knowledge for teachers and teacher educators. ICT Integrated Teacher Education Models. Commonwealth Educational Media Center for Asia, New Delhi, India. Retrieved from http://cemca.org.in/ckfinder/userfiles/files/ICT%20teacher%20education%20Module%201%20Final_May%2020.pdf.
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Some thoughts about MOOCs in Pontydysgu – Bridge to Learning - Educational Research

Some thoughts about MOOCs in Pontydysgu – Bridge to Learning - Educational Research | Openness in Education and New "Trends" in Educational Technology | Scoop.it

I’ve avoided writing  much about MOOCs lately. Not because I am not interested or because I don’ think MOOCs are important, but mainly because I have been overwhelmed by the deluge of announcements and developments, blog posts, studies and lets face it, just hype.

Some couple of weeks ago, I was invited to join a partnership for a tender application to the EU about MOOCs for web developers. So I have spent soem time looking rather more intensively at the literature and trying to make some sense of it. Here are a few observations.

Victoria Marín's insight:

I think this is an important challenge around MOOCs too: "The lack of feedback and support for learners through a MOOC may be a more serious issue. Of course this varies greatly, with cMOOC providers seeking to develop community peer support.  I think MOOC designers are going to have to rethink how support can best be developed in the future."

 

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The TPACK framework in the Handbook of Ed Comm & Tech (4th Ed.) | Punya Mishra's Web

The TPACK framework in the Handbook of Ed Comm & Tech (4th Ed.) | Punya Mishra's Web | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Hot off the press: The Handbook of Research on Educational Communications and Technology, edited by Spector, Merrill, Elen & Bishop. And we have a chapter in it… Complete reference and abstract below: 

 

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T.S., & Graham, C. (2013). The Technological Pedagogical Content Knowledge Framework. in M. J. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.)  Handbook of Research on Educational Communications and Technology. Fourth Edition. Springer, NY. p. 101-111.

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OER MOOC: Reviewing COER13 Using Conole's 12 Dimensions Rubric - moocnewsandreviews.com

OER MOOC: Reviewing COER13 Using Conole's 12 Dimensions Rubric - moocnewsandreviews.com | Openness in Education and New "Trends" in Educational Technology | Scoop.it
A review of the OER MOOC COER13, Course on Open Education Resources, using Gráinne Conole’s rubric of 12 dimensions to evaluate a MOOC.

Via Dr. Susan Bainbridge, Jesús Salinas
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¿Sirven realmente las tablets en el aprendizaje?

¿Sirven realmente las tablets en el aprendizaje? | Openness in Education and New "Trends" in Educational Technology | Scoop.it

¿Serán las tabletas los recursos didácticos electrónicos imprescindibles del futuro? Y en caso afirmativo, ¿cómo podemos afrontar este desafío? ¿Habrá que diseñar nuevos métodos pedagógicos adaptados a la nueva enseñanza digital? ¿Se verá mermada de alguna manera la docencia y el aprendizaje por el uso de estas tablets? Hoy os contamos algunas de las últimas investigaciones que han aparecido sobre la utilización de estos recursos en la educación.


Via Pere Marques, Mercedes Kamijo
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Ursula Sola de Hinestrosa's curator insight, August 11, 2013 10:08 AM

¡Definitivamente!

Rafael Ojea's curator insight, August 13, 2013 4:26 PM

El uso de las tablets como substitutos del libro de texto sigue generando investigaciones. En el artículo que enlazamos se hace una reflexión general, con enlaces a investigaciones parciales sobre el rendimien de los escolares (especialmene comprensión y velocidad lectora). En todo caso, estoy seguro que el elemento crítico a la hora de evaluar la calidad de la educación no será nunca la herramienta a utilizar sino la metodología didáctica global en la que las herramientas se integran.

Mónica Beloso's curator insight, February 19, 2014 8:14 AM

Tablet vs libro. 

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Aprendemos juntos, incluso por separado

Aprendemos juntos, incluso por separado | Openness in Education and New "Trends" in Educational Technology | Scoop.it

El planteamiento de este título se basa en el hecho de que después del concepto de e-learning, y del de la Web 2.0, los modelos educativos están experimentando un cambio importante, evolucionando hacia un aprendizaje más combinado y más participativo, que debe relacionarse con el actual perfil de los estudiantes. Eso hace que todos seamos aprendices y maestros a la vez, y que debamos considerar el aprendizaje como un acto social y de colaboración. De ahí, el “we-learning” (nosotros aprendemos). Muchos de los ponentes en el congreso abordaron esta cuestión desde distintos enfoques.

Victoria Marín's insight:

vía @centuji: http://cent.uji.es/octeto/node/4350

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OpenCourseWare Europe

This animation video shows several possibilities of making use of OpenCourseWare in the context of Formal, Informal and Mobile Learning. A particular scenari...

Via Fiona Harvey
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Fiona Harvey's curator insight, September 30, 2013 4:44 AM

Relates to Open Courseware but  obviously relevant to MOOCs

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Massive open online courses and online distance learning: review - Publications - GOV.UK

Massive open online courses and online distance learning: review - Publications - GOV.UK | Openness in Education and New "Trends" in Educational Technology | Scoop.it
Provides an overview of recent reports, writings and opinion on massive open online courses (MOOCs). BIS research paper number 130

Via Steven Verjans, Jesús Salinas
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Steven Verjans's curator insight, September 20, 2013 4:31 AM

Literature review commissioned by the British Gouvernment about the maturing of MOOCs (via Jonathan Shaw at Coventry Uni).

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educomunicacion.com: Una lección sobre Realidad Aumentada en Educación

Esta es una selección de materiales y links sobre la temática de la Realidad Aumentada en Educación. El formato de lección está hecho con blendspace y los destinatarios principales son docentes en formación de grado y posgrado, en temáticas de gestión de la educación y educación en general.


Via pepelijo, Javier Sánchez Bolado
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Using Twitter effectively in education - with Alec Couros


Via Cátedra UNESCO EaD, Jesús Salinas
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Usando Realidad Aumentada para arreglar coches

Usando Realidad Aumentada para arreglar coches | Openness in Education and New "Trends" in Educational Technology | Scoop.it

No solemos publicar productos que aún no se han desarrollado ni proyectos que estén activos en indiegogo o kickstarter en busca de financiación, pero voy


Via Pau Nin
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Emergent learning as a landscape

Emergent learning as a landscape | Openness in Education and New "Trends" in Educational Technology | Scoop.it

In this post I will describe emergent learning as a map, landscape or topography. I do not develop my own views today, I repeat what Jenny and Roy had written already. The sources are their article in IRRODL and the wiki for this research. The topic is so challenging that I have to share my journey to pieces. The images are taken from the article.

The aim  is to explore ways to visualise what happens in MOOCs, or related open learning event, courses, etc, using the Footprints of Emergence template, based on a work captured in the open wiki which shows how 3D ‘footprints’ are used to map out the dynamics of learning. In any learning community, there is always a need to balance the acquisition of knowledge with the creation of new knowledge. This 3D learning landscape is a model for exploring the relationship between prescribed and emergent learning in any given curriculum.


Via Ana Cristina Pratas
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Ana Cristina Pratas's curator insight, August 28, 2013 10:50 AM

"The aim  is to explore ways to visualise what happens in MOOCs, or related open learning event, courses, etc, using the Footprints of Emergence template, based on a work captured in the open wiki which shows how 3D ‘footprints’ are used to map out the dynamics of learning. In any learning community, there is always a need to balance the acquisition of knowledge with the creation of new knowledge. This 3D learning landscape is a model for exploring the relationship between prescribed and emergent learning in any given curriculum.

The graphic is a map – it is metaphorically a 3D landscape, or a 3D topography – of a learning environment. It has a ‘valley’ (the dark blue zone in the central circle) an exposed plateaux (the lighter central zone) , an increasingly steep slope (the outer zone), and a very steep slope, down, in the thin, dark zone just before the edge (of ‘chaos’)."

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Opciones para el uso de la plataforma Moodle en dispositivos móviles

En este artículo se analizan cuáles son las circunstancias que están permitiendo el desarrollo y la expansión del uso de los dispositivos móviles en los procesos de aprendizaje en lo que se conoce como mobile learning o m-learning. En especial, se centra el interés en su implementación a través del entorno de enseñanza virtual Moodle. Para realizar este estudio se han revisado brevemente las opciones móviles más usadas para acceder a la plataforma Moodle ya sean aplicaciones nativas o plantillas/temas optimizados para dispositivos móviles. Por último, se propone una de las metodologías más usadas para analizar la usabilidad de soluciones móviles, adaptándola al ámbito del estudio.


Via Mercedes Kamijo
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Distance Learning / Distance Education – Technology Enhanced Learning Blog

Distance Learning / Distance Education – Technology Enhanced Learning Blog | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Steve Wheeler (aka Twitter timbuckteeth) has been writing a series of articles on how distance education has “developed and the influences it has had on our current education provision”.

I am not going to repeat what he says, but I would strongly recommend you read the articles, and the comments, and join in the discussion on his blog – http://steve-wheeler.blogspot.com/

- See more at: http://www.dontwasteyourtime.co.uk/elearning/distance-learning-distance-education/#sthash.XzUSE8Hd.dpuf


Via Terese Bird, Jesús Salinas
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The emergence of x and c MOOCs and pedagogy

The emergence of x and c MOOCs and pedagogy | Openness in Education and New "Trends" in Educational Technology | Scoop.it

The three sorts of MOOCs would serve different types of learners differently based on what the institutions would offer and what the learners might need and expect.


Via Alberto Acereda, Ph.D., Donna Murdoch, Mark Smithers, Carlos Marcelo, Jesús Salinas
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Carlos Fosca's curator insight, August 15, 2013 9:44 AM

A pesar de su corta edad los MOOCs siguen experimentando variaciones importantes. Los x-MOOCs (modelo automatizado, centrado en la tecnología y con rentabilida económica esperada de la oferta formativa en línea, Ej: Udacity), los c-MOOCs (basados en el conectivismo, el aprendizaje distribuido y más centrado en el alumno. Ej: EdX) y una tercera variante que puede ser una especie de híbrido de las dos anteriores.

Roberto Ivan Ramirez's comment, September 17, 2013 2:38 PM
Creo que esas combinaciones de los cursos masivos en línea va a servir de plataforma apra establecer nuevos lineamientos tecno pedagógicos de la educación a distancia, posiblemente la era del e-learning se transforme.
Alfredo Corell's curator insight, September 22, 2013 7:23 PM

What would be the future of MOOCs?

As discussed, the three sorts of MOOCs would serve different types of learners differently based on what the institutions would offer and what the learners might need and expect.

There are no clear crystal balls in accurately predicting what would emerge out of these winners, though it is for sure that the ultimate model of Higher Education would likely go with xMOOCs within the coming decade, as the demand for qualifications, formal teacher-based education is still the norm.

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Libro PDF – Conociendo el conocimiento

Libro PDF – Conociendo el conocimiento | Openness in Education and New "Trends" in Educational Technology | Scoop.it

Conociendo el conocimiento

George Siemens – Ediciones Nodos Ele, 2010 (xix + 160 pp.)

Obra de acceso libre.


Via Angel Pio Gonzalez Soto, Jose Luis Serrano
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CUED: Any time and anywhere

CUED: Any time and anywhere | Openness in Education and New "Trends" in Educational Technology | Scoop.it
 En “Teoría instruccional y tecnología para el nuevo paradigma de la educación.” (Reigeluth, 2012) leemos

Tratar de “instruir” a 25 alumnos que están aprendiendo distintas cosas al mismo tiempo puede ser muy difícil para el docente, sobre todo si tiene que ser el agente instruccional todo el tiempo, tal como es típico en el paradigma de la era industrial. Sin embargo, la tecnología puede mostrar al estudiante (o al pequeño grupo) la introducción a la tarea en el espacio de la tarea, poner a su disposición las herramientas instruccionales (como pueden ser simulaciones, tutoriales, ejercicios mecánicos y de práctica, herramientas para la investigación, para la comunicación y objetos de aprendizaje) en el espacio instruccional, para apoyar el aprendizaje durante la tarea (…), brindar herramientas para el monitoreo y el apoyo al progreso en la realización de la tarea, y aún más: poner a disposición herramientas para ayudar a que los docentes y otros desarrollen nuevas tareas y herramientas instruccionales. La tecnología puede poner a disposición de los alumnos todas las funciones antes mencionadas en cualquier momento y en cualquier lugar (Any time and anywhere). La teoría instruccional es extremadamente importante para guiar el diseño de estas herramientas (Reigeluth et al., 2008).
Via Jesús Salinas
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