Nos vamos dando cuenta que la educación es un proceso social más que individual, que el trabajo de aula enmarcado en una institución educativa, exige de la labor docente, aún fuera de ella. Simbólicamente, el aula representa una dinámica mental inmersa en el sujeto, en el que los elementos de la didáctica se interrelaciona transdisciplinariamente. El conocimiento disciplinar no se encuentra aislado, ni mucho menos estructurado por disciplinas fragmentadas vistas por especialistas. Los actores educativos docente y estudiantes, son seres humanos dinámicos, participes de su contexto sociocultural. Ya nos estamos dando cuenta, no del todo, que vivimos en un mundo socialmente complejo, en contextos complejos (entender el concepto desde la perspectiva moriana) y que básicamente desde el accionar educativo, lo manejamos bajo una didáctica clásica y reduccionista; grave error para aprender y enseñar complejamente.
Un artículo de Alberto J. Cañas, Director Asociado, Científico Senior y co-Fundador del Institute for Human and Machine Cognition (IHMC), donde investiga sobre representación del conocimiento, tecnología en educación, y principalmente sobre mapas...
"Even though a crucial part of our jobs involve design, the prevailing instructional design models are based on systems thinking. Systems thinking promotes an analytical or engineering type of mindset. But we also need an approach to help us synthesize, innovate and create....Design Thinking is Human-centered
Design thinking acquires and synthesizes information in order to generate creative, human-centered solutions. It places a great value on empathy for your users. The practice of design thinking seems to be sorely missing from instructional design university programs, professional training and workplace practices..."
McAfee turned its training around that both saved both time and produced more lucrative sales: ...an average of $500,000 per year in sales [attributed to] new training model.
Before Intel giant McAfee revamped its new-hire orientation, ...80 hours long [with] ... 40 hours of pre-work,, 5 days of on-site training, and ...post-...to be completed at home.
To fix its problem, McAfee turned to ....Massive Open Online Courses, or MOOCs...called “flipping the classroom” [where]...a majority of learning happens ...by giving students access to course materials and having them probe, discuss, and debate issues with fellow learners as well as the professor.
Companies ...have to trust the learner ...incorporating more opportunities for peer reviews and peer-to-peer dialogues...
...Can your company re-imagine the role of the learner? ...the learner takes on a role more expansive than ever before, acting as teacher, learner, and peer reviewer.
Companies ...have to trust the learner to do this, by incorporating more opportunities for peer reviews and peer-to-peer dialogues into the course.
With that change, McAfee turned its training around in a way that both saved both time and produced more lucrative sales: its sales associates now attribute an average of $500,000 per year in sales to the skills they learned through the new training model.
Three MOOC elements are particularly well-suited to corporate learning & development: Semi-synchronicity (cohorts ...[can] motivate each other as they go through the program), course design (flipping the classroom), and credentials
In a recent Future Workplace survey, completed by 195 corporate learning and HR professionals, 70 percent of respondents said they saw opportunities to integrate MOOCs into their own company’s learning programs. Even further, this sample of respondents made six recommendations for how MOOC providers could adapt to needs of corporations:
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Work and learning are converging, and as this change happens, the infrastructure of the old corporate learning must go – things like traditional one-size-fit-all in-person training seminars. In its place enters social and informal learning hubs like on-demand content, live online discussions, wikis and forums, and searchable content archives. The great news is that social and informal learning don’t require new systems because learning can take place on the same “platform” as the existing social network, if a company already has one.
Even though some large organizations have started using mobile technology to empower their workforce, for most others the question still remains – how do we actually use it in the workplace? Training departments are unsure how to design, develop and implement a successful mLearning strategy that works for their organizations.
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