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Artefactos digitales para el diseño de actividades y tareas de aprendizaje en red

Artefactos Digitales para el Diseño de Actividades y Tareas de Aprendizaje recoge una selección de tipos de contenidos digitales que tu alumnado puede desarrollar como producto de una tarea o actividad de aprendizaje.

Cada propuesta incluye una orientación sobre que tipo de actividades encajan mejor con ese tipo de artefacto digital, además de una serie de herramientas y recursos que el alumnado puede usar para elaborar y/o compartir el contenido.


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New Learning Ecologies, Instructional Design, EdTech, eLearning, mLearning & more...
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The Future of Education includes learning outside of the classroom

The Future of Education includes learning outside of the classroom | |

Education as we know it includes classroom learning and test-taking. Years ago, field trips were introduced in an effort to take learning outside of the classroom. Now, with the demand of greater self-awareness and more specialized skills, it’s time to expand learning outside of the classroom and make it more engrained in the education process to help advance our students. Research shows that work-based programs are one of the most effective tools for learning when it comes to high school and college-age students.

As an educator, administrator, or parent, it’s easy to worry that students will get distracted by work and forget about their main priority: doing well in school. But I’d argue that work actually makes students focus more on the classroom experience. A study from the University of Iowa’s Center for Research on Undergraduate Education underscores this, finding that work experience improves classroom performance for students and helps them gain key skills like critical thinking, leadership, and reasoning. Work-based learning also correlates positively with student engagement.

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Forging a new vision for Global eLearning (part 1)

Forging a new vision for Global eLearning (part 1) | |

With the rapid advance of new technology, we have to consider some very important questions:

Has the advance of new technologies overtaken our ability to decide how to use them for the benefit of education in our societies? Are we adopting technologies because of their "flash" and then struggling afterward on how we can best use them to justify the investment we have made in them?

After all, when you summarize the list of what has come on stream, we have:

  • Augmented technology.
  • Virtual Reality technology.
  • 3D printers.
  • Holographic projectors.
  • Intelligent assistants such as Amazon Echo, Siri, Cortana,
  • Google Assistant, Hey Athena... etc.
  • Aritificial Intelligence (AI) technology.
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KWL: Una técnica para conectar el aprendizaje

KWL: Una técnica para conectar el aprendizaje | |

La técnica KWL consiste en provocar tres reflexiones cuando abordamos un impacto de aprendizaje; puede ser un curso como en este caso, pero es perfectamente aplicable a la lectura de un libro, asistir a una conferencia…

Dos de estas reflexiones se producen antes de realizar la actividad, y la última se produce al finalizar. Se puede articular en un mural (si por ejemplo estamos en el entorno de una clase colectiva), o en un folio (si buscamos un trabajo individual), y en general en el formato que se nos ocurra. Porque lo importante es el fondo, no la forma.

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Interaction, collaboration, and group work: TOPkit sample course

Interaction, collaboration, and group work: TOPkit sample course | |

Research shows that students work better in groups than in isolation, not just in face-to-face classrooms, but even more so in the online learning environment (CSU, Chico, 2009; Henry and Meadows, 2008; Maryland Online, 2008). Sense of community and social presence are essential to online excellence.

Before designing collaborative interaction activities for your online courses, explore what types of interactions will best meet your course objectives and which computer-mediated tools will best facilitate those types of interactions. Moore (1989) describes three types of interaction necessary for quality distance learning courses and programs:

  • Learner-instructor interaction, such as e-mails and announcements
  • Learner-learner interaction, such as collaborative group work and peer review activities
  • Learner-content interaction, such as presenting course contents in an appropriate and motivating format


Your online teaching presence primarily deals with learner-instructor and learner-content interactions where instructors provide learner supports and present content and assessments. The online social presence focuses more on learner-learner and learner-instructor interactions where your students work in groups and seek feedback from you and their peers (Garrison, Anderson, & Archer, 2000). If you can create a teaching and social presence that facilitates all three types of interactions, your online course will be successful.


Via Ana Cristina Pratas
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How to support Self-Directed Learning in a Learning Organisation

How to support Self-Directed Learning in a Learning Organisation | |

Employees must constantly learn, improve, and adapt to economic, societal and technological changes in order to not become obsolete – mostly because where they work continually change their work practices in order to be more productive and/or competitive. This learning can be formal, non-formal or informal (see for example Van Merriënboer, Kirschner, Paas, Sloep, & Caniëls, 2009) and, thus, knowledge workers, who are often the focus of workplace learning[1], must be able to learn informally.

To this end, self-directed learning (SDL) is an essential competency needed by this type of employee. Rana and colleagues (2015) state that the relationship between SDL and a learning organisation is symbiotic. A learning organisation is “an organisation which learns powerfully and collectively and is continually transforming itself to better collect, manage, and use knowledge for corporate success” (p 3), which is essential from a competitiveness perspective. This symbiosis refers to the idea that an organisation’s mission, vision, goals, values, culture, norms, and work environment influences the extent to which SDL take places within the organisation while SDL in the learning organisation must account for fulfilling the learning needs of both the individual and the organisation.

Via Ana Cristina Pratas, María Dolores Díaz Noguera
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Who’s teaching the teachers?

Who’s teaching the teachers? | |

How many of you, she asked her followers, received any meaningful pedagogical training during graduate school? Replies ranged from the encouraging to the mostly dispiriting, with one doctoral candidate noting that the only training the program had offered took the form of "trial by fire." Just 19 percent of the 2,248 respondents said they had received at least "decent" training — a number that, however unscientific, is also symptomatic.


This statistic reflects something that many of us could confirm firsthand: Teaching remains undervalued in the context of doctoral training and the profession at large. The result, by this anecdotal reckoning, is that less than one-fifth of aspiring college teachers are effectively taught how to teach.


The absence of that training for Ph.D.s will come as no surprise to many in higher education. What’s more surprising is that the lacuna persists despite the fact that in many fields, the jobs students compete for may increasingly emphasize teaching.

Via Rosemary Tyrrell, Ed.D., juandoming
Rosemary Tyrrell, Ed.D.'s curator insight, February 15, 1:15 PM
The dismissive and hostile comments following the article demonstrate the challenges faced by faculty developers.!

Hay que ayudar a los niños a encontrar su pasión

Hay que ayudar a los niños a encontrar su pasión | |
Cuando los niños empiezan a ir al colegio, los primeros años, se les anima a ser creativos, a jugar, a ser físicos, a crear cosas con arena, pintura, papel, arcilla, se les anima a que hagan cosas. Pero, con el tiempo, genera problemas, porque sus conocimientos son abiertos. No se centran en estudiar cosas, aprendérselas de memoria y que los evalúen para cerciorarse de que se acuerdan, se centran en las cosas que pueden crear, en las preguntas que les surgen, pero según van creciendo, el sistema empieza a preocuparse por las calificaciones y por eso hay programas tan estrictos en los que los alumnos tienen que estudiar para hacer exámenes. El aprendizaje pasa de ser muy abierto a ser muy cerrado. Así que lo que empieza a pasar es que los niños dejan de hacerse preguntas abiertas porque no paramos de decirles que ya no tenemos tiempo para eso, primero hay que hacer esto y si queda tiempo, después volveremos a las preguntas abiertas. Los buenos profesores no hacen preguntas cerradas, sino que hacen preguntas abiertas. Eso no significa que los niños no adquieran las habilidades básicas, sino que las aprenden y luego las utilizan, que significa que las aprenden de una forma segura. En mi opinión, el equilibrio está en la idea de transformar la educación de un proceso cerrado que lleva a un punto fijo a un proceso abierto que permite que los niños expandan sus pensamientos, comportamientos, conocimientos y experiencias. Si entendemos que la creatividad tiene que nacer de los propios niños cuando encuentran algo que les interesa, si buscan su camino, dan con soluciones y oportunidades en relación a aquello que les motiva, podemos seguir mejorando el proceso creativo en todos los alumnos, ya sean matemáticos, científicos o artistas. No podemos olvidar que la creatividad es un proceso mental que no está ligado a ninguna asignatura, disciplina curricular o área.
Ricard Garcia's curator insight, February 16, 2:45 AM
Inspiring talk... many people are not aware of the need for this change!!

A vision for Learning

A vision for Learning | |

In the January 2017 issue of Inside Learning Technologies, I discussed personal mastery and mental models. The key challenge for learning professionals today is to help their enterprises become learning organisations, as described in Senge’s book. It is also to master the new literacies of the network era and promote critical thinking, for ourselves and others. Questioning existing hierarchies is necessary to create the organisations of the future where power and authority are shared, based on mutual trust. Personal knowledge mastery (taking control of our professional development) and an attitude of working in perpetual beta (continuous experimentation) are two of the disciplines required to develop the third discipline: Shared Vision, or our worldview.

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La Alfabetización Digital: Un aprendizaje para el siglo XXI

La Alfabetización Digital: Un aprendizaje para el siglo XXI | |

Hasta la irrupción de las Tecnologías de la Información y la Comunicación (TIC) como herramientas de uso cotidiano para una parte importante de la población, la alfabetización en el aula ha sido mayoritariamente entendida bajo dos posibles formas. La conocida como alfabetización básica, que implicaba para el alumno asimilar los conocimientos necesarios para decodificar un mensaje y, también, el aprendizaje de la correspondencia entre una grafía (o símbolo) determinada y su fonética correspondiente y la conocida como alfabetización funcional y social, que implica la comprensión de un texto escrito y la discriminación, por parte del lector, de sus aspectos más relevantes. Aunque ahora, inmersos como estamos en un mundo interconectado, e hipermediatizado, a través de las TIC este binomio oficial ha dado visibilidad a otras alfabetizaciones, consideradas minoritarias por algunos sectores educativos, como son la crítica, la informacional o la audiovisual, y que pueden agruparse bajo el paraguas de la más demandada de todas ellas: la alfabetización digital o multimedia.

Via Marta Torán
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En la Educación del Siglo XXI ya no existen los Llaneros Solitarios

En la Educación del Siglo XXI ya no existen los Llaneros Solitarios | |

Esta es una afirmación que no dejo de repetir para explicar los procesos educativos a Profesores, Directores, Padres y Alumnos y hasta los más escépticos del antiguo método educativo han terminado por validar esta afirmación y cada día somos más los que engrosamos la lista de los que dan soporte a la colaboratividad, inclusión y la investigación como método de aprendizaje.


Via Ramon Aragon
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6 online Authoring Tools guaranteed to enhance your eLearning content

6 online Authoring Tools guaranteed to enhance your eLearning content | |

Studies (that compare online and traditional classrooms) state that the majority of people, 87% of them, have better performance due to effective personalized course materials. So, it is no wonder how eLearning authoring tools became a must-have for businesses.

As training software for employees quickly became important in assisting workers to increase their talents and proficiency, the demand for new easy-to-use systems has gone up. However, due to rapid developments in technology, the eLearning industry followed the course and produced updated eLearning modules to help businesses retain their competitive edge.

Nowadays, the best training solutions offer the advantage of authoring tools, which allow knowledge transfer, decrease costs, save time, ease updates, and most importantly, provide high-quality eLearning courses.

Here are 6 authoring tools that businesses should be aware of because it will help the grow and boost ROI.

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Using makerspace to modernize college libraries

Using makerspace to modernize college libraries | |

But doesn't this fact make you think how can a generation which is so driven by internet so hooked to the libraries?

It is needless to say that technology innovations is practically revolutionizing everything in the modern times. And thankfully because of the maker movements that a trend has studded and led the inventors, students and even entrepreneurs to create new gadgets for educational or industrial purposes.

The present generation strongly backs a mindset which favors practice over theory and tapping this spirit and mindset of students, the Makerschools Higher Education Alliance engages students’ engagement in projects that will help in transcending traditional learning to be flagship quality of emerging maker movement on campus. These campuses are also investing in new spaces, curricula and partnerships to transform libraries into new-age spaces so that it helps in the step of exploration and invention.

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Why teachers turning Edupreneurs is in the benefit of the industry

Why teachers turning Edupreneurs is in the benefit of the industry | |

We are also aware of the term edupreneur which are education entrepreneurs. Teachers turning entrepreneurs is one new league. Teaching is the noble profession of all that are there and while being a teacher and making students what they wish to be, educators often end up obtaining a lot of skills that helps them in many real time challenges and situation an entrepreneur may land in. After all, helping students turn out to be what they wish to become in itself is like bringing desired outputs upfront.

Without a doubt we can say that teachers turning entrepreneurs could benefit the education sector at masses. Reason being, their in-depth and practical knowledge of the profession. When innovation starts from their end they have the ability to come out with the solutions that can actually solve the challenges that are being faced by teachers in real time.

In this post let’s talk about how teachers turning edupreneurs can benefit all in many ways. The pointers below will help you understand why educators can be the bet edupreneurs!

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¿De verdad podemos desaprender? (II)

¿De verdad podemos desaprender? (II) | |

Hablábamos hace unos días en este post sobre el desaprendizaje y recogíamos algunas citas que explicaban o resaltaban la importancia del mismo. Terminamos preguntándonos: ¿soporta el desaprendizaje un análisis conceptual y experimental un poco (solo un poco) más profundo y serio? Intentemos hoy dar algunas humildes respuestas.

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Forging a new vision for Global eLearning (part 2)

Forging a new vision for Global eLearning (part 2) | |

If forging a new unified vision is the key to moving forward, then breaking away from the status quo in eLearning becomes the tipping point. It is a tipping point because the forces wanting to maintain the status quo have been entrenched in education systems and learning cultures of business organizations for so long that their influence stretches back through all levels of the education systems from which our future employees and business leaders will come. If you think about the mindset and attitudes prevalent in all levels of education, maintaining sets of learners at all levels meant that conformity and obedience to the status quo were the "marching orders" of the day. Learners who demonstrated skills and talents that were above and beyond the status quo were "off-ramped" from those making up the status quo to be with their own kind. Star Trek's nefarious villains, "the Borg," said it best when it comes to the state of education systems.

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Educar el futuro, humanizar el presente

Educar el futuro, humanizar el presente | |

La sociedad ha cambiado y nos arrastra con su permanente aceleración a todos; incluida a la educación. Los profesores, familias y, por supuesto, los alumnos se ven abocados a una realidad imprevisible, en unos tiempos ingestionables para una institución como es la escuela. Carlos Barrabés no oculta su preocupación por el futuro de esta sociedad desbocada en manos de la tecnología, sin embargo, quiere encontrar en la educación un reductor desde el que hacer frente a la inercia del cambio frenético impulsado por las grandes corporaciones globales. Y esto, plantea, sólo será posible desarrollando desde la infancia competencias tecnológicas adecuadas, “la capacidad de comprender el poder del algoritmo”, para enfrentarse a él luchando por la dignidad de la persona, procurando mantener el control por la humanidad de un futuro compartido con la máquinas.

Via Marta Torán
Marta Torán's curator insight, February 16, 1:23 PM

Carlos Barrabés habló en la Asociación Educación Abierta del cambio que está viviendo la sociedad y cómo este cambio debe afectar a la educación: educar para aprender siempre, aprender a ser más red que nodo...

Muy bueno!

What is a Modern Learning Environment?

What is a Modern Learning Environment? | |

Education has shifted dramatically in recent decades — from an emphasis on fact memorization through “drill and kill” and “sage on the stage” teaching styles to a focus on higher-order thinking and future-ready skills such as critical thinking and problem solving. Along the way, schools have raced to incorporate technology, first through stand-alone computer labs, and then through one-to-one device initiatives and massive networking upgrades. But in many cases, the K–12 classroom itself has remained stubbornly static, with students sitting in rows of desks and a teacher delivering instruction at a whiteboard or projector screen at the front of the room.


The concept of the modern learning environment is beginning to change with school districts attempting to align their physical spaces with contemporary pedagogical philosophy. In a modern learning environment, flexible classroom spaces organically integrate technology, helping teachers to better engage students and facilitate the mix of independent, small-group and whole-class learning that is now viewed as essential to student success.

Via EDTECH@UTRGV, Javier Sánchez Bolado, Ivette Torres-Vera
EDTECH@UTRGV's curator insight, February 15, 3:43 PM

Aside from the gadgets sitting on the desks, the environment depicted in the photo doesn't look much different from my middle school classroom from the 1970's [Although... the desks do have wheels].!

[Monográfico] La profesión docente en la Sociedad del Conocimiento

[Monográfico] La profesión docente en la Sociedad del Conocimiento | |

Este artículo describe y analiza el proceso y evolución docente experimentado por el autor a lo largo de dos décadas con relación a innovar su práctica de enseñanza universitaria utilizando Internet. Se apoya en los planteamientos metodológicos narrativos de las denominadas historias de vida y, en particular, en la técnica de la investigación autobiográfica. En esta trayectoria profesional se identifican cinco grandes etapas que han evolucionado desde los primeros espacios web para la enseñanza presencial hasta los actuales desarrollos de la educación a distancia digital. Esta autobiografía no está elaborada de forma intuitiva, sino basada en distintas evidencias empíricas que el autor ha ido recogiendo conscientemente durante los veinte años de duración de la misma. Finaliza el artículo presentando reflexiones teóricas sobre la pedagogía de la educación digital, la influencia del contexto institucional y los cambios culturales de los estudiantes Millennials.

Via manuel area, GRIAL Univ Salamanca. Aprendoenred., juandoming

Si es por el maestro... nunca aprendo

Si es por el maestro... nunca aprendo | |
El momento del diseño se convierte en esencial para programar tareas, actividades y ejercicios que no supongan una traba para ninguno de sus alumnos. Diseñar modelos de trabajo accesibles, alternativos, enriquecidos, flexibles y con niveles de ejecución variables.

El momento del diseño es donde el docente se convierte en
arquitecto de programaciones accesibles y flexibles 
Todo ello debe partir de un exhaustivo conocimiento de todos los potenciales y debilidades de nuestros alumnos, de sus intereses y de aquello que los excluye sistemáticamente de las actividades del aula.
Y en el período de las tecnologías de ayuda, no podemos pasar por alto que su uso nos va a permitir llegar a ese diseño multifactorial que haga que todos y cada uno de los alumnos participen en las propuestas del aula. 
El Diseño Universal de Aprendizaje surge para ayudarnos a organizar la forma en la que podemos derribar barreras en las aulas. 

Via jose antonio gabelas, juandoming
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Amar Kumar habla del futuro de la Educación

Amar Kumar habla del futuro de la Educación | |

Nuestra investigación muestra que la habilidad más importante es realmente aprender a aprender. Se llama estrategias de aprendizaje. Y hay cosas muy específicas que puede hacer cuando está en la escuela secundaria o en la escuela postsecundaria para aprender a aprender. Y la razón por la que es tan importante es porque la economía va a cambiar cada pocos años, ¿verdad? Lo sabemos. Los trabajos de hoy no serán los empleos del mañana, y tendremos que continuar adquiriendo nuevas habilidades sobre la marcha. Y entonces pensamos que los aprendices que saben cómo aprender van a ser increíblemente exitosos. Además de eso, también vemos que hay una verdadera importancia para las áreas tradicionalmente conocidas como habilidades de artes liberales o de artes liberales, áreas de conocimiento como la sociología y la antropología. Realmente, personas que entienden cómo funciona el mundo o cómo interactúan los humanos. Esas serán algunas habilidades exclusivamente humanas que serán importantes en el futuro. Entonces, a medida que vemos el impacto de la tecnología y la robótica y la automatización, así como otras tendencias, llegan a impactar en los mercados laborales. Los estudiantes y los maestros necesitarán aprender habilidades exclusivamente humanas para tener éxito.

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4 ways universities are driving innovation

4 ways universities are driving innovation | |

The digital revolution is not only here, it is accelerating every day. Advances in automation, the digitisation of information, unprecedented access to data and the democratisation of knowledge are transforming every sector of our economy – from healthcare to transportation to energy and beyond. The scope, scale, and ubiquity of these disruptions is truly unprecedented.

According to data from a recent McKinsey study, a dozen technologies, including genomics, energy storage, and automation, will drive major economic and societal transformation in the next several years. With a potential economic impact between $14 trillion and $33 trillion a year in 2025, the value of these emerging technologies could constitute one third of global GDP.

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Future vision

Future vision | |

Augmented reality and smart glasses are the future, so it seems. Wearing your computer on your face as a heads-up device in the form of spectacles sounds like a very good solution for untethered activities of all kinds.

But we should forget Google Glass. It was a first attempt, a tentative stumble into a rich augmented world of information, entertainment and communication. Glass was awkward to wear and not very easy to use. Many of us wanted to have content delivered straight into our vision or superimposed on the real world as we travelled, but not many of us wanted to look like freaks. Even today, wearing new versions of Glass with its obtrusive camera units still make you look like you just walked off a SciFi movie set.

Via Ana Cristina Pratas
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Learning and Skills for the Digital Era

Learning and Skills for the Digital Era | |

Learning and skills are key contributors to society and the economy. As modern societies and economies are changing due to, amongst others, globalisation and technological progress, a fundamental transformation of education and training (E&T) throughout Europe is required to deliver the knowledge and skills needed for growth, employment and participation in society. This forms an important part of the Europe 2020 agenda and its various flagships and policy initiatives.

JRC research in this area started in 2005 and is focused on how to make better use of ICT for rethinking learning, for innovating education and training and for addressing new skills requirements (e.g. digital competence) to generate growth, employment and social inclusion. More than 20 major studies have been undertaken and more than 100 different publications released.

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¿La alfabetizacioón digital de los docentes, garantiza su cambio de roles y su nuevo cuño en la Educación del Siglo XXI?

¿La alfabetizacioón digital de los docentes, garantiza su cambio de roles y su nuevo cuño en la Educación del Siglo XXI? | |

Ahora la sociedad está sometida a vertiginosos cambios que plantean continuamente nuevas problemáticas, exigiendo a las personas múltiples competencias procedimentales (iniciativa, creatividad, uso de herramientas TIC, estrategias de resolución de problemas, trabajo en equipo…) para crear el conocimiento preciso que les permita afrontarlas con éxito.

Por ello, hoy en día el papel de los formadores no es tanto “enseñar” (explicar-examinar) unos conocimientos que tendrán una vigencia limitada y estarán siempre accesibles, como ayudar a los estudiantes a “aprender a aprender” de manera autónoma en esta cultura del cambio y promover su desarrollo cognitivo y personal mediante actividades críticas y aplicativas que, aprovechando la inmensa información disponible y las potentes herramientas TIC, tengan en cuenta sus características (formación centrada en el alumno) y les exijan un procesamiento activo e interdisciplinario de la información para que construyan su propio conocimiento y no se limiten a realizar una simple recepción pasiva-memorización de la información.

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To improve outcomes, we need to take a critical lens to Instructional Design

To improve outcomes, we need to take a critical lens to Instructional Design | |

No one can deny the fact that we are seeing some pretty exciting changes to teaching, learning, and leadership. Advances in research, brain science, and technology are opening up new and better pathways to reach learners like never before. This excitement in some cases is leading to change with supporting evidence of improvement. In other cases, money is being dumped on the latest tool, program, idea, or professional development without ensuring that instructional design is up to par in the first place. Pedagogy trumps technology. It also goes without saying that a solid pedagogical foundation should be in place prior to implementing any innovative idea.

Let's start by looking at practice from a general lens. To transform learning, we must also transform teaching. When looking at the image below where does your practice or that of your teachers lie? What immediate changes can be made to improve learning for your students tomorrow?

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