agregador de noticias

La hiperaula como hiperespacio

Mariano Fernández Enguita - 16 Diciembre, 2018 - 12:51
p.p1 {margin: 10.0px 0.0px 0.0px 0.0px; text-align: right; font: 11.0px Arial} p.p2 {margin: 10.0px 0.0px 0.0px 0.0px; text-align: justify; font: 11.0px Arial} La hiperaula como hiperespacio, hipermedia, hiperrealidad: 1/3La idea de la hiperaula como hiperespacio no sólo obedece a sus mayores dimensiones. La hiperaula es grande, como el hipermercado, pero ni una ni otro son sólo eso. El supermercado era apenas una tienda grande, que albergaba más productos y más clientes y normalizaba el proceso: tomar de las estanterías, hacer cola, pagar en caja. El hipermercado es cuantitativamente más grande, pero sobre todo es cualitativamente distinto: más estanterías, sí, y con mucha más variedad, pero también venta en mostrador, productos de especialidad, rincón del gourmet, platos recién elaborados, degustaciones, oportunidades, etc., con sus equivalentes desde alimentación hasta informática, por no hablar del taller mecánico, la gasolinera, la guardería, la cafetería, las tiendas de marcas, la entrega a domicilio, la venta a crédito, la compra on line… en suma, todas las formas posibles de comprar y de vender. Mutatis mutandis, la hiperaula es potencialmente la recuperación de todas las formas posibles de aprender y de enseñar: la lección, el trabajo en equipo y la actividad individual; hincar los codos o moverse libremente; las disciplinas y los proyectos; el ajuste de las tareas al tiempo o del tiempo a las tareas; la copresencia y la colaboración a distancia, la sincronía y la diacronía, espacios e instrumentos físicos o espacios e instrumentos virtuales, el programa y la red de hiperenlaces… Si sólo fueran más grandes cabría hablar de superaulas, o macroaulas, pero no se reduce a eso. De hecho, esa diferencia cuantitativa sólo tiene valor en cuanto que permite importantes cambios cualitativos. En sí misma es incluso contraintuitiva, tanto más en un sector y ante una profesión tan obsesionados con las ratios que se diría que sólo el tamaño importa, aunque al revés de lo habitual.Como suele hacerlo en el término hiperespacio, el prefijo híper en hiperaula remite al espacio y el tiempo como un conjunto articulado en el centro mismo del aprendizaje y la enseñanza. Decía Foucault en una entrevista con Hérodote[1] que el espacio había sido tratado “como lo muerto, lo fijo, lo no dialéctico, lo inmóvil”, mientras que el tiempo era considerado “rico, fecundo, vivo, dialéctico”; es decir, que aquél no fue tratado en absoluto, que no se le había prestado atención. Él sí que lo hizo, en Vigilar y castigar,[2] donde la prisión, el cuartel y la escuela (el aula) se presentan como paradigmas de la organización del espacio como materialización del poder, o del ejercicio del poder a través de la organización del espacio. También, por cierto, el tiempo, pero no como largo tiempo histórico de progreso sino como la minuciosa organización recurrente y disciplinaria de la actividad cotidiana, el horario escolar y el minutaje del aula, un tiempo más muerto que vivo. El aula ordinaria y la hora lectiva son ya, en definitiva, una forma de hiperespacio, pero en la que espacio y tiempo han sido disociados, el primero reducido al aislamiento de la clase y la alineación de los pupitres y, con ellos, del alumnado; el segundo, a la fragmentación y normalización del calendario y la jornada y la linealidad y secuenciación características del programa y del libro de texto. El aula convencional, el aula-huevera, con los alumnos en sus pupitres y el profesor en la tarima, es el peor de los hiperespacios imaginables: congelado, petrificado, hipostasiado.El término hiperespacio ha sido popularizado por la literatura de ciencia ficción: en él se erige el Imperio Galáctico (Asimov, La Fundación), navega la Voyager a velocidad superluminal (Star Trek/Viaje a las estrellas) y viajan el comercio y las tropas de la República Galáctica (Star Wars/La guerra de las Galaxias). Ha asomado también a la filosofía psicodélica, como región ignota de la conciencia a la que llegar con ayuda de las drogas (McKenna, Pickover). Pero sus escenarios naturales han sido y son la matemática y la física teórica, desde la geometría tetradimensional, pasando por el espacio absoluto (el espacio tridimensional más el tiempo) einsteiniano, hasta los espacios de nueve y diez dimensiones de las supercuerdas o la supergravedad, particularmente cultivados por grandes divulgadores científicos como Carl Sagan o Michio Kaku. Su atractivo principal es la posibilidad especulativa de viajar en el tiempo, o de viajar a otros puntos del espacio inalcanzables en el tiempo vital, gracias a eventuales pliegues del espacio tridimensional. Para Kaku el concepto de hiperespacio simplifica la comprensión del universo, unifica las leyes de la física y hasta promete el único refugio posible para la humanidad cuando se aproxime el fin del universo tal como lo conocemos.[3] Pero yo no pretendo ir tan lejos, menos aún desde la parsimoniosa institución escolar, de manera que la alusión al aula como hiperespacio debe entenderse tan sólo como una propuesta de romper con el tiempo y el espacio heredados, con el aula y la lección tradicionales, explorando nuevas formas de organización del tiempo y las coordenadas del aprendizaje en la clase-aula y fuera de ellas, algo que hoy permiten la ruptura de los muros externos, al alcance de la tecnología, y de los internos, al alcance de la innovación.La hiperaula es simplemente, ya como escenario físico, la liberación de ese hiperespacio: amplia, móvil, diversa, reconfigurable. Alumnos y profesores no están atados por el [in]mobiliario al diseño homogeneizador, disciplinario y panóptico propio de la lección, del broadcast, mal llamados la “clase magistral” (tan respetable en dosis moderadas), sino que pueden diseñar y rediseñar por sí mismos las coordenadas espacio-temporales de su actividad, es decir, su hiperespacio, en función del diseño y rediseño de las situaciones, experiencias, procesos e itinerarios de aprendizaje. Entre el aprendizaje aislado que imponen el pupitre individual o la silla de pala, y la enseñanza colectiva que dictan la pizarra, la tarima y el profesor único, la hiperaula abre todas las posibilidades del trabajo en equipo, el aprendizaje colaborativo o la enseñanza mutua. Frente a la homogeneidad y simultaneidad de la lección magistral, el horario lectivo o el examen grupal, se abren todas las posibilidades de agregar y desagregar los tiempos y, por tanto, las actividades, tanto individuales como en toda suerte de agrupamientos.Pero hay más, incluidas la cuarta dimensión y el pliegue del espacio-tiempo, ambos posibles gracias a la tecnología. La cuarta dimensión a que aludo es la eventual continuidad del aula en el espacio virtual, es decir, en escenarios virtuales compartidos como las páginas wiki, los documentos coeditados, los chats síncronos o asíncronos, los tableros  pizarras colaborativos… y lo que vendrá, dispositivos virtuales que permiten tanto sacar el aula de las paredes del centro y liberarla de la copresencia y la sincronía como traer a ella a otros educadores, otros expertos, otros aprendices y otros recursos de aprendizaje. El pliegue al que me refiero es hipertexto o, de manera generalizada, el hiperenlace o hipervínculo, que permiten escapar de la forzada linealidad del texto, la lección o el programa para ir directamente a dondequiera que el interés del aprendiz o el diseño y la orientación del educador quieran llegar.[1] Foucault, M. (1972). nd-a. Questions on Geography: Interview with the editors of the journal Hérodote. Michel Foucault: Power Knowledge. Selected interviews and other writings, 1977.[2] Foucault, M. (2014). Surveiller et punir. Naissance de la prison. Editions Gallimard.[3] Kaku, M. (2016). Hyperspace: A scientific odyssey through parallel universes, time warps, and the tenth dimension. Oxford University Press.

In China’s Silicon Valley, Edtech Starts at the ‘MOOC Times Building’

OLDaily - 16 Diciembre, 2018 - 01:37
Jeffrey R. Young, EdSurge, Dec 15, 2018

Jeffrey R. Young reports on a tour he took of the building. Some companies in the building "are already well established and have much larger staffs. The tour included a stop of one such company, called Nobook, which employs 55 people and makes interactive science-learning software for schools in China." I'm just fascinated about how an idea can start in a small corner of Canada and become a building in Beijing.

Web: [Direct Link] [This Post]

Cashback – My blogging year

Martin Weller - 14 Diciembre, 2018 - 18:44

2018 feels like the year that my blogging had been the apprenticeship for, with the OU crisis at the fore. My most popular post by some way was this one posted the day our VC resigned. It followed on from a semi-viral Twitter rant and subsequent post a couple of weeks earlier. Prior to this life had not been good at the OU, and like anyone sensible who worked there, I began to cast around for opportunities elsewhere. It wasn’t a healthy place to be. But through these posts, and Twitter a new sense of camaraderie emerged with colleagues, students, associate lecturers and wider community. Having a well read blog meant that I could contribute to this, and during the peak crisis many people contacted me privately saying thankyou for giving voice to their frustrations, as they felt a sense of powerlessness.

Since the change, I have decided to cast my lot in with the remainers (no, a different set of remainers. But them too), despite many of my colleagues leaving. After the role in the crisis, I felt a sense of responsibility, and so I have also taken to trying to use this blog to amplify good work and talks at the OU. This is partly to counteract the narrative that became reinforced over the past 12 months that the OU needs to ‘get digital’ and become a 21st century university, which completely ignored all the work we were doing in this area.

My most enjoyable blogging action was the 25 Years of Ed Tech series, which I started on a whim in order to tie in with ALT-C’s 25th anniversary. I wasn’t sure I’d see it through, but it was a lot of fun, and received positive responses. I’m currently in a cottage on a very windswept Cornish coast attempting to turn this series into a book.

My most commented upon post was nothing to do with ed tech, but rather when I wrote about losing my dog, Bruno. I don’t often do purely personal posts, but I was inspired by Amy Collier’s heartfelt piece of writing on the loss of her dog, Sam. I found both the writing of this piece, and the kind comments helpful in dealing with it.

What these three posts (or series of posts) highlight for me once again is the value of a blog as a central identity. I could have used other media for each of them, but by having the blog it combines to a more powerful effect. For instance, I could have written about the OU for a formal outlet, such as the Times Higher (and indeed, after I posted it, much was picked up by the THES and I was asked to contribute to a couple of pieces). But I would have been behold to an editor who would decide whether to run it, and would want to shape the article. I could have proposed my blog series to a book publisher, but it was only by working through it online and getting feedback that I came to see what shape it could take. I could have posted about my dog on FB (and I did link to my post from there), but that has a limited scope of readers.

The blog was the ideal place for starting, sharing and developing all of these aspects. All those years of writing crap blog posts about VLEs and web 2.0 finally paid off this year. It’s almost as if it was worth it. As Partridge would say – cashback!

Humans, machines and learning

Steve Wheeler - 14 Diciembre, 2018 - 17:30
Image by Mike MacKenzie on FlickrOne of the many topics I discuss in my forthcoming book is Artificial Intelligence (AI) and its potential impact on the future of learning and development. I, along with many others, believe this is an important subject to explore, because it is a rapidly growing area of technology that will significantly influence our future.

In particular, there are several philosophical debates about the nature of intelligence and how human intelligence differs from machine intelligence. One of the texts I draw from is Tegmark's Life 3.0. Here's an excerpt from the new book:

MIT physics professor Max Tegmark presents some compelling arguments for the future of AI. He argues that the benefits of AI will far surpass the threats, provided they are aligned to human intentions. One of the greatest concerns he reveals is not that computers might become sentient, or ‘evil’, but a scenario in which the goals of ‘competent’ AI become misaligned with ours. His key argument is that the discussion around whether or not computers will attain consciousness or emotional capability is spurious (Tegmark, 2017). Our future co-existence with technology will be premised on the ability of computers to make life better for humanity, not to out-think us.

For Tegmark, intelligence, whether human or artificial, is being able to accomplish complex goals (whether those goals are good or bad). He argues that intelligence ultimately relies on information and computation, not on flesh and blood or on metal and plastic. Therefore, he reasons, with the exponential developments taking place in the world of technology, there is no barrier to computers eventually attaining and even surpassing human intelligence. Such a position can be described as ‘Strong AI’, or in Tegmark’s terms, the ‘Beneficial AI movement’.

Conversely the weak AI supporters predict that computers will not reach a level of intelligence that exceeds our own. Firstly, they argue, human and machine intelligence are not the same thing. Secondly, computers blindly follow code, and have no free will to decide not to follow it (unless they are programmed to do so – which thereby defeats the notion of free will). Thirdly, suggest the weak AI theorists, it is proving extremely difficult to create computer programs that can accurately model or reproduce human attributes such as emotions, abstract thinking and intuition.

Whatever side of the argument you subscribe to, it is interesting to note the comparisons between human and machine. Arguably, all of the above attributes, such as free will, emotions, abstract thinking and intuitive action not only make us who we are, they also create a permanent and unbridgeable divide between humans and computers.
ReferenceTegmark, M. (2017) Life 3.0: Being Human in the Age of Artificial Intelligence. London: Penguin Books.


Humans, machines and learning by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Posted by Steve Wheeler from Learning with e's

2018 review: open universities and open education

Tony Bates - 14 Diciembre, 2018 - 02:41
Yesterday I reviewed developments in AI and synchronous learning during 2018, and rated them as follows: the hype factor (as the ‘media’ see it) what I think is the significance for online learning level of engagement about the topic on the part of readers of my blog. 1 = low and 5 = high Today […]

STEMscopes Science Bundle to Offer BBC Science Streaming Add-on

THE Journal - 13 Diciembre, 2018 - 21:32
Accelerate Learning is working with BBC Studios in an arrangement that will add media streaming to Accelerate's STEM education products and services.

Report: To Engage Students, Science Ed Needs to Emphasize Local Phenomena

THE Journal - 13 Diciembre, 2018 - 21:17
A new National Academy of Sciences draft report looks at middle and high school science labs and explores how best to engage students in doing science and engineering.

'Nobel Prize for Education' Seeks 2019 Nominees

THE Journal - 13 Diciembre, 2018 - 20:19
The World Innovation Summit for Education is seeking nominations for its 2019 WISE Prize, akin to a Nobel Prize for education. The honor includes a $500,000 prize and can go to an individual or a team of up to six people.

'Nobel Prize for Education' Seeks 2019 Nominees

Campus Technology - 13 Diciembre, 2018 - 20:19
The World Innovation Summit for Education is seeking nominations for its 2019 WISE Prize, akin to a Nobel Prize for education. The honor includes a $500,000 prize and can go to an individual or a team of up to six people.

Testing Platform for Trades Updated

THE Journal - 13 Diciembre, 2018 - 20:08
A nonprofit that produces a testing system for students learning construction trades has made updates to the platform. The system, developed by the National Center for Construction Education & Research, allows teachers and administrators to issue, grade and score tests.

NCCER Updates Testing Platform for Trades

Campus Technology - 13 Diciembre, 2018 - 20:08
A nonprofit that produces a testing system for students learning construction trades has made updates to the platform. The system, developed by the National Center for Construction Education & Research, allows teachers and administrators to issue, grade and score tests.

Brief: It's Time for States to Protect School Directory Information

THE Journal - 13 Diciembre, 2018 - 19:38
FERPA, the Family Educational Rights and Privacy Act, grants schools a "directory information exception," allowing them to share students' personal information with third parties when it wouldn't "generally be considered harmful or an invasion of privacy if disclosed." This ability comes with no limits. In fact, the third party can then "redisclose" that information to anybody.

Warrant Canary Frequently Asked Questions

OLDaily - 13 Diciembre, 2018 - 18:46
Kurt Opsahl, EFF, Dec 13, 2018

The 'warrant canary' is a pretty good idea. When an online service provider receives a demand from the government, this demand is often accompanied with a requirement that it tell no one about the demand. So, for example, Yahoo can never inform you if the FBI demanded your personal information. The warrant canary is a statement Yahoo posts on its website that it would need to remove if it ever received such a demand. For example, the statement might say "the FBI has never demanded that we provide personal information." If the statement is ever removed, you know that this happened, even if Yahoo cannot talk about it. In my case (if I ever felt the need) my warrant canary might say "My employer has never required nor prohibited the posting of any content on this site." This statement is currently true, but if it ever became false, I would have to remove it, and you'd know.

Web: [Direct Link] [This Post]

My advice for aspiring explainer journalists

OLDaily - 13 Diciembre, 2018 - 18:46
David Roberts, Vox, Dec 13, 2018

There is a cross-over, I think, between what David Roberts calls 'explainer journalism' and the field of online learning. And though this article focuses in depth on the former, it has a great deal to teach educators as well. "It’s not that there are no unique skills involved. There are. But experience teaches them a hell of a lot faster and better than journalism school. Your goal is to get good at gathering facts, perceiving patterns, and telling stories. And the way you get good at that the same way you get good at anything else — by doing it a lot."

Web: [Direct Link] [This Post]

Prioritizing Privacy: Managing Tracking Technologies

THE Journal - 13 Diciembre, 2018 - 18:45
All tracking technologies have privacy implications. Whether those implications would be problematic for your school system often depends on what third parties are used to perform those functions, how they are configured and if the user is an adult or a student.

Intro AI, Machine Learning Courses Wooing More Students

Campus Technology - 13 Diciembre, 2018 - 18:08
Enrollment in artificial intelligence introductory courses in the United States grew by 3.4 times between 2012 and 2017, and introductory machine learning classes grew by five times during that same period. That's according to the latest AI Index 2018 Report, a rich collection of data intended to serve as a "comprehensive resource" for anybody interested in the field. The information was contributed by universities, companies, consultancies and associations.

A little help from my friends

Steve Wheeler - 13 Diciembre, 2018 - 14:21
Image from MaxpixelMy grandest project of 2018 has been writing a new book, which was commissioned by Kogan Page in January. Anyone who has authored a book will know how compelling, and also how lonely it can be. Throughout the year, the book has continuously exercised my mind, and I have spent countless hours of planning, thinking, researching, writing and editing.

I decided to call the book 'Digital Learning in Organisations' from the outset because my expertise lies in learning technologies. The departure is found in the locus - organisations. I have worked with many learning and development professionals over the last decade and have come to know many personally, but L and D is a less familiar terrain to me than school and university education. However, having worked in large organisations for more than 40 years, and having watched the rapid development of new technologies during that time, I feel I can write authoritatively about the challenges and innovations that are happening.

As you would guess, I have enlisted a little of help from my friends along the way, so writing has not been as lonely a task as it might have been. I'm grateful to many who have either encouraged me to write the book, or who have advised me in any specific way. The list is long. But I'm most grateful to those who have contributed directly to the book by responding to my interview questions. I will namecheck just a few here, to give you a flavour of their contributions, which may pique your interest in reading the entire book when it hits the bookshops in April 2019!

Here's David Kelly, New York based Executive director of the e-Learning Guild, with his view on mobile devices and learning:
“Mobile technologies shouldn’t be viewed through the lens of learning. They should be viewed through the lens of problem solving. That’s what this thing we call “self-directed learning” looks like anyway; it looks like problem solving and that’s what’s emerging within the world of digital learning.”David goes on to consider a number of scenarios around the use of mobile learning in large organisations, and concludes that:
“.....mobile devices are a game changer for organizations – not in the context of mobile learning, but in the context of how they empower what it means to live, learn, and interact in a digital world. In that context, mobile devices are powering the future of digital learning.”This is at once both inspirational and daunting - thanks David. Another thoughtful contribution comes from Julian Stodd, of the UK based firm Sea Salt Learning who shared some of his views on social media and learning:We have moved from a world where learning was substantially formal, codified, and owned, to a world where it is substantially, co-created, adaptive, geolocated, accessible, and evolutionary. Social collaborative technology has enabled the emergence of democratised, and substantially invisible, communities, where tacit, tribal, learning and sharing takes place at scale.Julian's views delineate much of the change that has taken place in the world of learning in the workplace over the last 10-15 years. His insight adds great value to the book. 
Digital Learning in Organisations is peppered with examples of innovation and change through learning, and the role digital technologies have played, especially by ground breaking companies like Sponge. You will find pithy quotes from many individuals I greatly respect in the industry, including Nigel Paine, Donald Clark, David Hopkins, Kate Graham, Harold Jarche (Canada), Helen Blunden (Australia) Donald H Taylor, Michele Ricci (Italy), Ajay Pangarkar (Canada) and Jane Bozarth (USA), and also a few of my own anecdotes, salutary tales, and humorous stories from when things didn't quite go according to plan! 
Do look out for Digital Learning in Organisations, which is published by Kogan Page on 3 April 2019. Advanced orders can be placed on Amazon.


A little help from my friends by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Posted by Steve Wheeler from Learning with e's

Putting Advanced Computing Power Within Reach

Campus Technology - 13 Diciembre, 2018 - 12:00
Indiana University led the creation of an on-demand cloud platform that extends scientific and research computing resources to more higher education communities.

School Teaches Students How To Be Bad Workers: 5 Anti-Work Skills Taught In School

OLDaily - 13 Diciembre, 2018 - 05:46
Bernie Bleske, Medium, Dec 13, 2018

Well, I'm not sure whether I believe all this, but I'm not sure I disbelieve it either. Here's the list of things schools teach us, according to the author (quoted and/or paraphrased):

  • How to avoid work - to analyze the situation presented to you and find the easiest way around it
  • How to fake knowledge and skill... school abets, even encourages, subtle forms of faked knowledge
  • How to endure the clock (for example) a way of illicitly using time allotted for a different purpose
  • How to get credit for work you didn’t do
  • How to create excuses, for example, to manipulate teacher’s feelings or perceptions

I'd like to say I don't believe any of this, but I don't think I'd be being honest. Via Joanne Jacobs.

Web: [Direct Link] [This Post]

Social Media and Political Engagement in Canada

OLDaily - 13 Diciembre, 2018 - 05:46
Philip Mai, Jenna Jacobson, Elizabeth Dubois, Anatoliy Gruzd, Ryerson University, Dec 13, 2018

This is a short but ultimately informative post describing recent social media trends in Canada. I think we have a slightly different flavour of social media use here. The major findings (quoted):

  • young Canadians are more purposeful and active posters on social media than older generations
  • most online Canadian adults ... sometimes choose not to post political messages on social media (to avoid offending others)
  • most online Canadian adult are exposed to a variety of perspectives on social media
  • online Canadian adults are generally not comfortable with the use of social media to infer public opinion

These feel pretty much like my attitudes too, and doesn't feel like it contradicts my understanding of Canadian social media. Via Philip Mai.

Web: [Direct Link] [This Post]

Páginas