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Qué darías por que algo excitante ocurra en tu vida?

Qué darías por que algo excitante ocurra en tu vida? | Natura educa | Scoop.it
Silvina Elena Mercado's insight:
THE FLOWERING OF THE STRANGE ORCHID

The buying of orchids always has in it a certain speculative flavour. You have before you the brown shrivelled lump of tissue, and for the rest you must trust your judgment, or the auctioneer, or your good-luck, as your taste may incline. The plant may be moribund or dead, or it may be just a respectable purchase, fair value for your money, or perhaps--for the thing has happened again and again--there slowly unfolds before the delighted eyes of the happy purchaser, day after day, some new variety, some novel richness, a strange twist of the labellum, or some subtler coloration or unexpected mimicry. Pride, beauty, and profit blossom together on one delicate green spike, and it may be, even immortality. For the new miracle of Nature may stand in need of a new specific name, and what so convenient, as that of its discoverer? "Johnsmithia!" There have been worse names.

It was perhaps the hope of some such happy discovery that made Winter-Wedderburn such a frequent attendant at these sales--that hope, and also, maybe, the fact that he had nothing else of the slightest interest to do in the world. He was a shy, lonely, rather ineffectual man, provided with just enough income to keep off the spur of necessity, and not enough nervous energy to make him seek any exacting employments. He might have collected stamps or coins, or translated Horace, or bound books, or invented new species of diatoms. But, as it happened, he grew orchids, and had one ambitious little hothouse.

"I have a fancy," he said over his coffee, "that something is going to happen to me to-day." He spoke--as he moved and thought--slowly.

"Oh, don't say that!" said his housekeeper--who was also his remote cousin. For "something happening" was a euphemism that meant only one thing to her.

"You misunderstand me. I mean nothing unpleasant, though what I do mean I scarcely know.

"To-day," he continued, after a pause, "Peters' are going to sell a batch of plants from the Andamans and the Indies. I shall go up and see what they have. It may be I shall buy something good, unawares. That may be it."

He passed his cup for his second cupful of coffee.

"Are these the things collected by that poor young fellow you told me of the other day?" asked his cousin as she filled his cup.

"Yes," he said, and became meditative over a piece of toast.

"Nothing ever does happen to me," he remarked presently, beginning to think aloud. "I wonder why? Things enough happen to other people. There is Harvey. Only the other week--on Monday he picked up sixpence, on Wednesday his chicks all had the staggers, on Friday his cousin came home from Australia, and on Saturday he broke his ankle. What a whirl of excitement--! Compared to me."

"I think I would rather be without so much excitement," said his housekeeper. "It can't be good for you."

"I suppose it's troublesome. Still...you see, nothing ever happens to me. When I was a little boy I never had accidents. I never fell in love as I grew up. Never married...I wonder how it feels to have something happen to you, something really remarkable.

"That orchid-collector was only thirty-six--twenty years younger than myself--when he died. And he had been married twice, and divorced once; he had, had malarial fever four times, and once he broke his thigh. He killed a Malay once, and once he was wounded by a poisoned dart. And in the end he was killed by jungle-leeches. It must have all been very trouble-some, but then it must have been very interesting, you know--except, perhaps, the leeches."

"I am sure it was not good for him," said the lady, with conviction.

"Perhaps not." And then Wedderburn looked at his watch. "Twenty-three minutes past eight. I am going up by the quarter to twelve train, so that there is plenty of time. I think I shall wear my alpaca jacket--it is quite warm enough--and my grey felt hat and brown shoes. I suppose--"

He glanced out of the window at the serene sky and sunlit garden, and then nervously at his cousin's face.

"I think you had better take an umbrella if you are going to London," she said, in a voice that admitted of no denial. "There's all between here and the station coming back."

When he returned he was in a state of mild excitement. He had made a purchase. It was rare that he could make up his mind quickly enough to buy, but this time he had done so.

"These are Vandas," he said, "and a Dendrobe and some Palaeonopsis." He surveyed his purchases lovingly as he consumed his soup. They were laid out on the spotless tablecloth before him, and he was telling his cousin all about them as he slowly meandered through his dinner. It was his custom to live all his visits to London over again in the evening for her and his own entertainment.

"I knew something would happen to-day. And I have bought all these. Some of them--some of them--I feel sure, do you know, that some of them will be remarkable. I don't know how it is, but I feel just as sure as if someone had told me that some of these will turn out remarkable.

"That one--" he pointed to a shrivelled rhizome--"was not identified. It may be a Palaeonopsis or it may not. It may be a new species, or even a new genus. And it was the last that poor Batten ever collected."

"I don't like the look of it," said his housekeeper. "It's such an ugly shape."

"To me it scarcely seems to have a shape."

"I don't like those things that stick out," said his housekeeper.

"It shall be put away in a pot to-morrow."

"It looks," said the housekeeper, "like a spider shamming dead."

Wedderburn smiled and surveyed the root with his head on one side. "It is certainly not a pretty lump of stuff. But you can never judge of these things from their dry appearance. It may turn out to be a very beautiful orchid indeed. How busy I shall be to-morrow! I must see to-night, just exactly what to do with these things, and to-morrow I shall set to work.

"They found poor Batten lying dead, or dying, in a mangrove swamp--I forget which," he began again presently, "with one of these very orchids crushed up under his body. He had been unwell for some days with some kind of native fever, and I suppose he fainted. These mangrove swamps are very unwholesome. Every drop of blood, they say, was taken out of him by the jungle-leeches. It may be that very plant that cost him his life to obtain."

"I think none the better of it for that."

"Men must work, though women may weep," said Wedderburn, with profound gravity.

"Fancy dying away from every comfort in a nasty swamp! Fancy being ill of fever with nothing to take but chlorodyne and quinine--if men were left to themselves they would live on chlorodyne and quinine--and no one round you but horrible natives! They say the Andaman islanders are most disgusting wretches--and anyhow, they can scarcely make good nurses, not having the necessary training. And just for people in England to have orchids!"

"I don't suppose it was comfortable, but some men seem to enjoy that kind of thing," said Wedderburn. "Anyhow, the natives of his party were sufficiently civilised to take care of all his collection until his colleague, who was an ornithologist, came back again from the interior; though they could not tell the species of the orchid and had let it wither. And it makes these things more interesting."

"It makes them disgusting. I should be afraid of some of the malaria clinging to them. And just think, there has been a dead body lying across that ugly thing! I never thought of that before. There! I declare I cannot eat another mouthful of dinner!"

"I will take them off the table if you like, and put them in the window-seat. I can see them just as well there."

The next few days he was indeed singularly busy in his steamy little hothouse, fussing about with charcoal, lumps of teak, moss, and all the other mysteries of the orchid cultivator. He considered he was having a wonderfully eventful time. In the evening he would talk about these new orchids to his friends, and over, and over again he reverted to his expectation of something strange.

Several of the Vandas and the Dendrobium died under his care, but presently the strange orchid began to show signs of life. He was delighted and took his housekeeper right away from jam-making to see it at once, directly he made the discovery.

"That is a bud," he said, "and presently there will be a lot of leaves there and those little things coming out here are aerial rootlets."

"They look to me like little white fingers poking out of the brown," said his housekeeper. "I don't like them.

"Why not?"

"I don't know. They look like fingers trying to get at you. I can't help my likes and dislikes."

"I don't know for certain, but I don't think there are any orchids I know that have aerial rootlets quite like that. It may be my fancy, of course. You see they are a little flattened at the ends."

"I don't like 'em," said his housekeeper, suddenly shivering and turning away. "I know it's very silly of me--and I'm very sorry, particularly as you like the thing so much. But I can't help thinking of that corpse."

"But it may not be that particular plant. That was merely a guess of mine."

His housekeeper shrugged her shoulders. "Anyhow I don't like it," she said.

Wedderburn felt a little hurt at her dislike to the plant. But that did not prevent his talking to her about orchids generally, and this orchid in particular, whenever he felt inclined.

"There are such queer things about orchids," he said one day; "such possibilities of surprises. You know, Darwin studied their fertilisation, and showed that the whole structure of an ordinary orchid-flower was contrived in order that moths might carry the pollen from plant to plant. Well, it seems that there are lots of orchids known, the flower of which cannot possibly be used for fertilisation in that way. Some of the Cypripediums, for instance; there are no insects known that can possibly fertilise them, and some of them have never been found with seed."

"But how do they form new plants?"

"By runners and tubers, and that kind of outgrowth. That is easily explained. The puzzle is, what are the flowers for?

"Very likely," he added, "my orchid may be something extraordinary in that way. If so, I shall study it. I have often thought of making researches as Darwin did. But hitherto I have not found the time, or something else has happened to prevent it. The leaves are beginning to unfold now. I do wish you would come and see them!"

But she said that the orchid-house was so hot it gave her the headache. She had seen the plant once again, and the aerial rootlets, which were now some of them more than a foot long, had unfortunately reminded her of tentacles reaching out after something; and they got into her dreams, growing after her with incredible rapidity. So that she had settled to her entire satisfaction that she would not see that plant again, and Wedderburn had to admire its leaves alone. They were of the ordinary broad form, and a deep glossy green, with splashes and dots of deep red towards the base. He knew of no other leaves quite like them. The plant was placed on a low bench near the thermometer, and close by was a simple arrangement by which a tap dripped on the hot-water pipes and kept the air steamy. And he spent his afternoons now with some regularity meditating on the approaching flowering of this strange plant.

And at last the great thing happened. Directly he entered the little glass house he knew that the spike had burst out, although his great Palaeonopsis Lowii hid the corner where his new darling stood. There was a new odour in the air, a rich, intensely sweet scent, that overpowered every other in that crowded, steaming little greenhouse.

Directly he noticed this he hurried down to the strange orchid. And, behold! The trailing green spikes bore now three great splashes of blossom, from which this overpowering sweetness proceeded. He stopped before them in an ecstasy of admiration.

The flowers were white, with streaks of golden orange upon the petals; the heavy labellum was coiled into an intricate projection, and a wonderful bluish purple mingled there with the gold. He could see at once that the genus was altogether a new one. And the insufferable scent! How hot the place was! The blossoms swam before his eyes.

He would see if the temperature was right. He made a step towards the thermometer. Suddenly everything appeared unsteady. The bricks on the floor were dancing up and down. Then the white blossoms, the green leaves behind them, the whole green house, seemed to sweep sideways, and then in a curve upward.

At half-past four his cousin made the tea, according to their invariable custom. But Wedderburn did not come in for his tea. "He is worshipping that horrid orchid," she told herself, and waited ten minutes. "His watch must have stopped. I will go and call him."

She went straight to the hothouse, and, opening the door, called his name. There was no reply. She noticed that the air was very close, and loaded with an intense perfume. Then she saw something lying on the bricks between the hot-water pipes.

For a minute, perhaps, she stood motionless.

He was lying, face upward, at the foot of the strange orchid. The tentacle-like aerial rootlets no longer swayed freely in the air, but were crowded together, a tangle of grey ropes, and stretched tight, with their ends closely applied to his chin and neck and hands.

She did not understand. Then she saw from one of the exultant tentacles upon his cheek there trickled a little thread of blood.

With an inarticulate cry she ran towards him, and tried to pull him away from the leech-like suckers. She snapped two of these tentacles, and their sap dripped red.

Then the overpowering scent of the blossom began to make her head reel. How they clung to him! She tore at the tough ropes, and he and the white inflorescence swam about her. She felt she was fainting, knew she must not. She left him and hastily opened the nearest door, and after she had panted for a moment in the fresh air, she had a brilliant inspiration. She caught up a flower-pot and smashed in the windows at the end of the greenhouse. Then she re-entered. She tugged now with renewed strength at Wedderburn's motionless body, and brought the strange orchid crashing to the floor. It still clung with the grimmest tenacity to its victim. In a frenzy, she lugged it and him into the open air.

Then she thought of tearing through the sucker rootlets one by one, and in another minute she had released him, and was dragging him away from the horror.

He was white and bleeding from a dozen circular patches.

The odd-job man was coming up the garden, amazed at the smashing of glass, and saw her emerge, hauling the inanimate body with red-stained hands. For a moment he thought impossible things.

"Bring some water!" she cried, and her voice dispelled his fancies. When, with unnatural alacrity, he returned with the water, he found her weeping with excitement, and with Wedderburn's head upon her knee, wiping the blood from his face.

"What's the matter?" said Wedderburn, opening his eyes feebly, and closing them again at once.

"Go and tell Annie to come out here to me, and then go for Doctor Haddon at once," she said to the odd-job man so soon as he had brought the water; and added, seeing he hesitated, "I will tell you all about it when you come back."

Presently, Wedderburn opened his eyes again, and seeing that he was troubled by the puzzle of his position, she explained to him, "You fainted in the hothouse."

"And the orchid?"

"I will see to that," she said.

Wedderburn had lost a good deal of blood, but beyond that he had suffered no very great injury. They gave him brandy mixed with some pink extract of meat, and carried him upstairs to bed. His housekeeper told her incredible story in fragments to Dr. Haddon. "Come to the orchid-house and see," she said.

The cold outer air was blowing in through the open door, and the sickly perfume was almost dispelled. Most of the torn aerial rootlets lay already withered amidst a number of dark stains upon the bricks. The stem of the inflorescence was broken by the fall of the plant, and the flowers were growing limp and brown at the edges of the petals. The doctor stooped towards it, then saw that one of the aerial rootlets still stirred feebly, and hesitated.

The next morning the strange orchid still lay there, black now and putrescent. The door banged intermittently in the morning breeze, and all the array of Wedderburn's orchids was shrivelled and prostrate. But Wedderburn himself was bright and garrulous upstairs in the glory of his strange adventure.

 H.G. Wells (The Short Stories of H.G. Wells, 1927)
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Utilizar dispositivos móviles en el aula│@santiagoraul

Utilizar dispositivos móviles en el aula│@santiagoraul | Natura educa | Scoop.it
Fuente│Raúl Santiago (@santiagoraul) en The Flipped Classroom 9 Maneras de utilizar Dispositivos Móviles en el aula

Via Ramón Aragón y Sorel Domínguez
Silvina Elena Mercado's insight:

Cómo y cuando incorporarlos porque ya son un hecho en las aulas universitarias. Mi conexión wi fi con el servidor de la universidad no suele funcionar y yo necesito a menudo mostrar cuales páginas les será útil consultar. Es el momento en que resulta muy valioso el auxilio de los estudiantes y su participación. Pero qué hay de las instancias de evaluación? O cuando simplemente juegan en tu clase? En la clase de todos mejor dicho...

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Carlos Rodrigues Cadre's curator insight, August 26, 2015 5:45 PM

adicionar sua visão ...

Antonio Bautista's curator insight, August 29, 2015 6:06 AM

añada su visión ...

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La universidad llega al móvil a través de los cursos gratuitos y online MOOC

La universidad llega al móvil a través de los cursos gratuitos y online MOOC | Natura educa | Scoop.it
Sin embargo, a la necesidad de una constante formación se impone el alto coste que supone estudiar, en la actualidad, cualquier carrera, máster o curso...
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Mapa mental: Inteligencias Múltiples con Herramientas TIC

Mapa mental: Inteligencias Múltiples con Herramientas TIC | Natura educa | Scoop.it

Excelente mapa mental creado por @totemguard con una amplia selección de herramientas organizadas para trabajar cada una de las Inteligencias Múltiples.


Via Pilar Román
Silvina Elena Mercado's insight:

Nadie podrá decir que no tiene un recurso a mano para complementar el desarrollo de algún eje. Y ninguna herramienta es excluyente ni exclusiva, vale agregar. Hay que invertir sí, algo de dinero y mucho mucho tiempo en explorar cada herramienta, porque donde haya una, hay una posiblidad de desarrollo infinito de actividades aplicados a la educación.

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What's behind a #1 ranking? | Harvard School of Engineering and Applied Sciences

What's behind a #1 ranking? | Harvard School of Engineering and Applied Sciences | Natura educa | Scoop.it
Silvina Elena Mercado's insight:

Un investigador de Harvard y su equipo desarrollan un software de acceso libre para que cualquier ciudadano pueda ver que hay de subjetivo detrás de los rankings.

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La Peste Negra dejó una marca en el genoma humano

La Peste Negra dejó una marca en el genoma humano | Natura educa | Scoop.it
Silvina Elena Mercado's insight:

La peste negra azotó Europa y Asia en el siglo XIV, reduciendo su población drásticamente, tal que ciertas regiones para volver a los niveles poblacionales necesitaron de 150 años promedio. Los sobrevivientes que ventaja presentaban ante la enfermedad, presentaban alguna de tipo genético? Esta investigación sostiene que fue un caso de selección direccional y propone que ciertos genes del cromosoma 4 tienen la respuesta.

 

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Aprendizaje en redes sociales online: apertura hacia la ecología del conocimiento

Aprendizaje en redes sociales online: apertura hacia la ecología del conocimiento | Natura educa | Scoop.it

La irrupción de la tecnología ha modificado incluso los contextos cotidianos en que las personas se desenvuelven. Para las generaciones que han presenciado estas transformaciones, urge la necesidad de adaptarse, sin embargo, para quienes han nacido inmersos en el nuevo entorno, las tecnologías constituyen una extensión natural, a través de la cual se produce gran parte de las experiencias personales y sociales, como la comunicación, el intercambio, la creación, etc.

 


Via Net-Learning
Silvina Elena Mercado's insight:

Leyendo la nota me surge al pasar: tan víral como nativos digitales es la palabra ecología y sus derivados.

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Bajate 80.917 libros gratis - MDZol

Bajate 80.917 libros gratis - MDZol | Natura educa | Scoop.it
MDZol
Bajate 80.917 libros gratis
MDZol
La mayoría de las personas en alguno o varios momentos de su vida prestan un libro o reciben uno en préstamo.

Via Rafa Martín Aguilera
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Fernando Corbalán: “Los juegos son la base de las matemáticas” | Blog de Tiching

Fernando Corbalán: “Los juegos son la base de las matemáticas” | Blog de Tiching | Natura educa | Scoop.it
Entrevista con Fernando Corbalán, matemático y docente. En la escuela ya era un amante de las matemáticas y también de la literatura.
Silvina Elena Mercado's insight:

Además de ser el único juego que me gusta de mi celular, mi tía (ex profesora de matemática, pero no es condición indispensable: ser mi tía y profesora de matemática ;) ) sostiene que mantiene activas las neuronas. #contraelalzheimer

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Emociones y sentimientos en entornos virtuales de aprendizaje

Emociones y sentimientos en entornos virtuales de aprendizaje | Natura educa | Scoop.it

 

Una de las preocupaciones que a menudo emergen al hablar de educación en línea es que sea demasiado “fría”, que no permita una interacción suficientemente humana como para que la experiencia de aprendizaje que se lleve a cabo sea significativa y y plena.

En este artículo se analiza la importancia de desarrollar  estrategias para percibir la presencia del otro, la presencia docente, la presencia cognitiva y la presencia social… en la no-presencia.


Via Net-Learning
Silvina Elena Mercado's insight:

"El carisma y las estrategias que habitualmente usamos presencialmente pueden no funcionar en otros contextos. Este reto se debe superar teniendo en cuenta que la mayor parte de las comunicaciones son asíncronas, lo cual podría parecer que pone aún más dificultad al mismo. Todo depende de la calidad de la interacción. La interacción entre los propios compañeros, y la interacción con los profesores."

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Iñaki Murua's curator insight, December 17, 2013 2:34 AM

Interesante aspecto que no siempre se tiene en cuenta.

Para quien va a ser enseñante, incluso, creo que es necesario haber conocido la "soledad del aprendiente a distancia".

JUAN NUÑEZ MESINA's curator insight, July 23, 2015 11:19 AM

Emociones y sentimientos en entornos virtuales de aprendizaje via @netlearning20 http://sco.lt/8xNxWD

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Edmodo y Moodle: ¿En qué se diferencian?

Edmodo y Moodle: ¿En qué se diferencian? | Natura educa | Scoop.it

Si nos preguntamos qué tipo de herramienta es Edmodo, seguramente la primera respuesta que nos surge es la siguiente: una plataforma educativa. Comenzaremos comparándola con Moodle, puesto que es, probablemente, la plataforma educativa más utilizada e interesante del momento. Compartimos aquí el análisis.


Via Net-Learning
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Helena Andrade Mendonça's curator insight, March 31, 2014 5:33 PM

Algumas considerações sobre o moodle X Edmodo

Guadalupe Poleo's curator insight, May 30, 2014 10:54 PM

Ampliando las formas

António Leça Domingues's curator insight, October 2, 2016 5:26 PM
Comparativo entre duas plataformas de aprendizagem online.
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KIT DE MATEMÁTICAS: Internivelar para la Enseñanza-Aprendizaje de Fracciones, Decimales y Porcentajes ~ Juegos gratis y Software Educativo

KIT DE MATEMÁTICAS: Internivelar para la Enseñanza-Aprendizaje de Fracciones, Decimales y Porcentajes ~ Juegos gratis y Software Educativo | Natura educa | Scoop.it

Via Alejandro Tortolini
Silvina Elena Mercado's insight:

Cada madre, cada padre sabe lo que es tener que explicar este tema así que bienvenido este kit ;))

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Si quieres cambiar su manera de aprender, cambia tu forma de evaluar

Si quieres cambiar su manera de aprender, cambia tu forma de evaluar | Natura educa | Scoop.it
En un congreso sobre evaluación en educación en línea realizado recientemente en Escocia, los participantes han puesto de manifiesto la visión actual acerca de la evaluación: los estudiantes se concentran en aprobar el examen y no en su proceso de...

Via Alejandro Tortolini
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Alejandro Tortolini's curator insight, November 1, 2013 7:45 PM

No se puede cambiar el modo en que los estudiantes aprenden si no cambiamos la forma en que los evaluamos.

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VideoScribe: la aplicación para dibujar presentaciones

VideoScribe: la aplicación para dibujar presentaciones | Natura educa | Scoop.it
Lo que tienen de malo las novedades es que duran poco. Hace 4 días aparecía Prezi para romper con la hegemonía de PowerPoint y hoy, para muchos, ver un Prezi ya no es ninguna novedad. Así que, si q...

Via Sonia C. Alonso
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RUEPEP's curator insight, October 7, 2013 7:53 AM

Interesante esta nueva herramienta para realizar presentaciones. Si Prezi ya suponía una gran innovación al respecto, VideoScribe da una nueva vuelta de tuerca. Este tipo de programas pueden parecer un poco complejos al principio, pero,una vez se conocen, suponen una fuente de recursos mucho más amplia y original que PowerPoint.

Diana SB's curator insight, November 4, 2013 6:46 PM

Otro buen recurso para hacer las presentaciones

Juan Pablo Gomez's curator insight, October 10, 2014 12:32 PM

my appreciative is maybe can be put  more markets.for  use the your public.

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210 cursos universitarios, online y gratuitos que inician en enero

210 cursos universitarios, online y gratuitos que inician en enero | Natura educa | Scoop.it
Encontrarnos un abanico interesante de propuestas en nuestra lista de MOOC para enero.
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Slidebean | La forma más simple de crear hermosas presentacione

Slidebean | La forma más simple de crear hermosas presentacione | Natura educa | Scoop.it

Planear presentaciones interesantes y entretenidas nunca ha sido más fácil.

Slidebean te permite concentrarte en el contenido. Nosotros nos encargamos del resto.


Via Fernando Seijo, Alejandro Tortolini
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Conceptos TIC

Conceptos TIC | Natura educa | Scoop.it
Definiciones sobre los conceptos más importantes del mundo de la informática y las tecnologías ("@colombiadigital: ¿Qué es el software libre?

Via Pablo Bongiovanni
Silvina Elena Mercado's insight:

Nada como sentarte en tu primer curso sobre TIC y que no puedas dilucidar ni siquiera que significa la sigla. Luego el coach te comienza a mencionar términos y uno termina repitiendo y secretamente, googleando la mayoría para no pasar por desinformado. La mayoría ... qué digo el 99 % en inglés (tienen su correlato en español a no dudarlo)  que encierran muchos conceptos importantes. Parece uno sentado en la reunión de una secta, pero qué bueno este glosario para tener todo reunido en una sola página!

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Creación de juegos educativos con e-Adventure | Observatorio Tecnológico | Recurso educativo 100693 - Tiching

Creación de juegos educativos con e-Adventure | Observatorio Tecnológico | Recurso educativo 100693 - Tiching | Natura educa | Scoop.it
Se trata de una herramienta de creación de juegos educativos, fácil de manejar, orientada a los docentes. . . Creación de juegos educativos con El boom tecnológico experimentado en las últimas décadas ha modificado la manera en la que 100693
Silvina Elena Mercado's insight:

Poder crear un video juego que nos sume recursos en la docencia? Esta parece ser una herramienta divertida y al alcance de los docentes, según expresa la nota. Personalmente no lo he probado. 

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Transformacion de presenciales_a_e-learning

Metodología aplicada por diversas IES Colombianas para la transformación de programas de metodología de distancia tradicional a virtual; desde las perspectiv

Via chuisa
Silvina Elena Mercado's insight:

Una interesante lectura para quiénes integramos el equipo docente de cursos presenciales que podrían paulatinamente, transformarse en cursos a distancia o semipresenciales o incorporar alguna instancia de e-learning. De todos, desde mi práctica docente me ha sido muy difícil incorporar a mis estudiantes a estas instancias y que sean participativas e incorporen a través de e learning aprendizajes significativos. La gran barrera: el acceso a la tecnología, entre otras causas obviamente.

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Anibal Perez Peñranda's curator insight, December 16, 2013 9:31 AM

deseo mas informacion

Marta Torán's curator insight, December 16, 2013 2:50 PM

Una propuesta de metodología para abordar la virtualización de un programa presencial.

 

Interesante!

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Buenas prácticas en la docencia digital

Buenas prácticas en la docencia digital | Natura educa | Scoop.it
A raíz del trabajo como docente en espacios virtuales en diversas instituciones, tanto públicas como privadas, surge siempre el interés por sintetizar los elementos clave que permiten que fluya y f...

Via L. García Aretio
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Alfredo Corell's curator insight, November 22, 2013 4:50 AM

Referencias

Buenas práCTIcas 2.0, disponible en http://recursostic.educacion.es/buenaspracticas20/web/

Buenas prácticas en la tutoría en línea, disponible en http://prepanetnl.wordpress.com/category/buenas-practicas-en-la-tutoria-en-linea/

Netiquette, etiqueta en la red, disponible en http://www.comunidadelectronicos.com/listas/netiquette.htm

Educación mediada tecnológicamente, “Buenas prácticas de calidad en las universidades estadounidenses”, disponible en http://educacionmediada.blogspot.mx/2009/04/buenas-practicas-de-calidad-en-las.html

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La red educativa escolar - Tiching

La red educativa escolar - Tiching | Natura educa | Scoop.it
Únete a la red educativa escolar que te permite gestionar todo aquello relacionado con la educación. ¡Tus clases, tu escuela y todo el mundo en un único sitio!
Silvina Elena Mercado's insight:

Una red educativa abierta, con un blog muy interesante sobre novedades

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Vuelve a estar online la primera página web de la historia

Vuelve a estar online la primera página web de la historia | Natura educa | Scoop.it
Es para celebrar los 20 años de la World Wide Web, es decir, internet tal como la conocemos hoy: libre, accesible y gratuita.
Silvina Elena Mercado's insight:

NO estaríamos aquí si no hubiera habido web, quizás los entornos serían distintos, pero mucho cambió a partir de la 3W!

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Enfoques estratégicos sobre las TIC en educación en América Latina y el Caribe

Enfoques estratégicos sobre las TIC en educación en América Latina y el Caribe | Natura educa | Scoop.it

Este documento, elaborado por la UNESCO, propone ideas para el diseño de un nuevo paradigma educacional, que ponga el efectivo uso de la tecnología en el centro del aprendizaje de cada estudiante y del desarrollo de su máximo potencial, de manera que cada uno pueda hacerse parte y contribuir al desarrollo de sociedades más justas, democráticas e integradas.


Via Net-Learning
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Nelwi Báez Perdomo's curator insight, November 9, 2013 3:20 PM

excelente

Javier Castro's curator insight, November 10, 2013 1:31 PM

Enfoques estratégicos sobre las TIC en educación en América Latina y el Caribe

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Ludificación y aprendizaje basado en juegos

Ludificación y aprendizaje basado en juegos | Natura educa | Scoop.it

El uso del juego en el aula es algo común y que se lleva poniendo en la práctica desde hace mucho tiempo pero...¿basta con hacer juegos en el aula para ludificar una clase? ¿Sabemos  aplicar la ludificación al aula? ¿Lo que estoy haciendo es ludificar o Aprendizaje basado en Juegos (ABJ)? Los límites entre ambos son difusos y su merecida fama y expansión no esta ayudando a clarificar los conceptos. En este artículo analizaremos algunas diferencias.

 


Via Net-Learning
Silvina Elena Mercado's insight:

En el aula verde que constituye el Jardín Botánico podemos con audiencias de estudiantes de primaria ludificar desde hace tiempo, representaciones con audiencias de niños mayores de 12 años. Pero en el aula universitaria esto no entra como posibilidad. Probablemente porque es un concepto difuso y la carga horaria por asignatura y asignaturas con alto nivel de abstracción no nos lo permiten. Este artículo separa algo de la paja del trigo...

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joanna prieto's curator insight, November 20, 2013 10:13 AM

El juego en todas las aulas!

Ivan Mercado Lorberg's curator insight, May 6, 2014 12:54 PM

El aprendizaje basado en juegos, una tendencia que se consolida día a día. ¡Buenísimo! :)

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nanoogo, para incentivar la vena creativa de nuestros hijos

nanoogo, para incentivar la vena creativa de nuestros hijos | Natura educa | Scoop.it
En nanoogo.com tenemos un original y atractivo proyecto que pueden usar los educadores (tanto profesores como padres) para incentivar a que los niños

Via Alejandro Tortolini
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Alejandro Tortolini's curator insight, November 1, 2013 7:41 PM

Nanoogo permite armar proyectos en los que los niños cuentan historias

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Uso Inteligente de las Nuevas Tecnologías

Uso Inteligente de las Nuevas Tecnologías | Natura educa | Scoop.it
Carlos Benítez | Educación

Via Biblioteca UniVO
Silvina Elena Mercado's insight:

Un ejemplo de la Junta de Castilla y León, además del plus de que es tomado de una openlibrary, provee de información que puede parecer básica sobre las nuevas tecnologías a las que tienen acceso los niños y jóvenes, Brinda consejos prácticos y ayudaría a algunos docentes de nuestras escuelas provinciales a no ver las netbooks que se repartieron como enemigas a denostar en las reuniones de padres. Salud

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