agregador de noticias

Video: How to Change File Size Upload Limits in your Course

Moodle News - 23 Febrero, 2015 - 14:33
If you’ve ever been working with a file and it was too large to share with your students in your course, within limits you can increase the upload max to allow larger files. This quick video by...

LED-Lit Robotic Garden Nurtures Kids To Code

Campus Technology - 23 Febrero, 2015 - 14:30
The creators of a robotic garden from MIT are hoping it becomes a tool to encourage students — especially girls — to understand more about algorithms and programming.

Penn State Teams Dominate App-Building Hackathon

Campus Technology - 23 Febrero, 2015 - 14:25
Teams from Pennsylvania State University took first and second place in the first-ever Civitas Learning Student Success Hackathon.

#Digital4EU Stakeholder Forum on Europe’s new digital priorities

Open Education Europa RSS - 23 Febrero, 2015 - 10:41
Area of interest:  Training & Work Summary: 

The #Digital4EU stakeholder forum will take place in Brussels on Tuesday 24 February 2015.

#Digital4EU Stakeholder Forum on Europe’s new digital priorities

Open Education Europa RSS - 23 Febrero, 2015 - 10:41
Area of interest:  Training & Work Summary: 

The #Digital4EU stakeholder forum will take place in Brussels on Tuesday 24 February 2015.

Dos semanas de reflexión y construcción de Entornos Personales de Aprendizaje en #auKEraRTIC

e-aprendizaje - 23 Febrero, 2015 - 10:21

La Asociación Kristau Eskola, que agrupa a 136 centros de enseñanza concertada de la Comunidad Autónoma Vasca, ha puesto en marcha este curso diversas iniciativas para mejorar la competencia TIC del profesorado de su red.

Hace un par de semanas recogía algunas ideas de las Jornadas auKEra Topaketa en Bilbao. Hoy quiero compartir contigo algunos trabajos y reflexiones que un grupo de unos 20 docentes han puesto en común en el curso #auKEraRTIC en relación a sus aprendizajes informales, fundamentalmente en espacios y/o con medios tecnológicos, como punto de partida para llegar al concepto de Entorno Personal de Aprendizaje.

El trabajo ha girado en torno a dos focos, la comunicación y construcción de redes de aprendizaje y la gestión de fuentes de información. La reflexión se ha materializado, en primer instancia, en una serie de diagramas a través de los que se ha representado ese conjunto de herramientas, servicios y conexiones que son el soporte de las estrategias de aprendizaje autónomo que dan lugar a la idea de PLE.

A continuación se muestran algunos de ellos. Los dos primeros, de Martxeli e Itziar, los recursos de aprendizaje aparecen organizados atendiendo al tipo de uso que hacen de ellos, identificando perfectamente los distintos espacios de nuestros PLEs, ‘dónde leemos’, ‘dónde producimos’ y ‘dónde nos comunicamos y compartimos':

Diagrama PLE de Martxeli Múgica

Diagrama PLE de Itziar Olaizola

Hubo incluso quien se animó a realizar su primer diagrama de PLE con el tradicional lápiz y papel, como la compañera Nerea, que a lo largo de las dos semanas del curso realizaría dos versiones nuevas del diagrama en un claro ejemplo de cómo nuestro PLE está en permanente evolución:

Diagrama PLE de Nerea Martínez de Arrieta

 

En el siguiente diagrama su autora, Garbiñe Larralde, muestra su PLE mediante una serie de círculos que representan sus distintos espacios de aprendizaje, desde los más personales hasta aquellos que comparte con su alumnado, el claustro de su centro y su ‘claustro expandido':

Diagrama PLE de Garbiñe Larralde

 

Este sencillo ejercicio de reflexión es un punto de partida que nos permite identificar aquellas áreas de mejora de nuestros aprendizajes en red, a ser conscientes de la gran cantidad de recursos que habitualmente usamos para aprender [a menudo sin ser conscientes de ello] y para compartir con el resto de miembros del grupo recursos, servicios y estrategias.

El siguiente paso es repensar nuestra presencia en la red, conectar con otros colegas y comenzar a tejer redes de aprendizaje. En esta ocasión hemos optado por Twitter aunque evidentemente hay muchos otros espacios digitales de encuentro entre profesionales de la educación.

De Twitter nos gusta su carácter abierto que nos permite descubrir experiencias y recursos interesantes, así como participar en conversaciones con otros docentes. En la lista auKEraRTIC puedes encontrar y seguir a los compañeros y compañeras que han participado en este módulo sobre PLE.

Además de … Hegoi compartió una interesante experiencia usando Twitter con su alumnado de 2º de Bachillerato, en la que recrean la vida de personajes históricos a través de sus hipotéticas publicaciones en Twitter, como por ejemplo Fernando VII:

Timeline de @AVSOLUTISTAAHH

Además de profes que llegaban por primera a Twitter, e incluso alguno que sentía que debía hacer la tarea por obligación [nada más lejos de nuestra intención], había otros con una más que reseñable experiencia en la participación en esta red social, como Juan Carlos [en torno al marketing y a la educación] o Inazio [más centrado en su actividad deportiva].

Trabajando sobre esta herramienta han surgido interesantes reflexiones y debates relacionados con cuestiones como la sobrecarga informativa que puede suponer estar en Twitter, y cómo gestionarla, o sobre la identidad digital [quienes somos, quienes mostramos a los demás, qué imagen construyen los demás sobre nosotros/as].

Incluso hay quienes han descubierto, al plantear el tema en clase, que gran parte de su alumnado ya están en Twitter y e  muchos casos haciendo una mala gestión de sus identidades digitales, mientras familias y profesorado miramos hacia otra parte, en gran medida por desconocimiento de esta red.

En este sentido, y en el contexto de su centro, Itziar planteaba lo siguiente:

“…está claro que hay que enseñarles el buen uso…y con más motivo si tenemos iPads en todo Infantil y Primaria…subiendo a la ESO el próximo curso. Tenemos que pensar que son un aliado, no un peligro.”

En relación a la parte de gestión de la información decidimos trabajar con Feedly (para la gestión de fuentes RSS) y con Delicious (para el almacenaje de recursos útiles). De nuevo se planteó la cuestión de por qué trabajar con esas herramientas y no con otras, y la verdad es que es difícil trabajar la competencia digital sin aproximarse a herramientas concretas y no es viable abrir el abanico de todas las posibles opciones.

En general para la mayoría de miembros del grupo las dos herramientas (o mejor dicho, lo que nos permiten hacer) han resultado muy interesantes, la primera más a título personal, para ser más eficiente en la lectura de contenidos de Internet,  y la segunda para el aula, como espacio para organizar y guardar los mejores contenidos de la web.

Bakarne comentaba en el foro donde se debatió acerca de la gestión de la información:

“Todo aquello que me ayude a organizar, seleccionar y clasificar toda la información que me interesa, a discernir lo que me sirve de lo que no o simplemente a no perderme entre tanta información a mi alcance es de agradecer, ya que me va a evitar muchas pérdidas de tiempo.”

Finalmente terminábamos redefiniendo los PLEs a la luz de todo lo aprendido durante las dos semanas del módulo y pensando cómo podría ser el PLE de nuestro aula, cómo convertir nuestro grupo en una comunidad que aprende, que se comunica, comparte recursos y genera nuevos contenidos.

Cierro este artículo con el diagrama del proyecto que Itziar acaba de comenzar con su alumnado de Secundaria, o visto desde nuestra perspectiva, el diagrama del PLE de aula de este proyecto:

En 1ºESO, imparto una asignatura que la llamamos Refuerzo [en ella aprovecho para hacer cosas que a mí me gustan y normalmente acierto con los alumnos: Scratch, Juegos Educaplay, mapas conceptuales, aprovechamos para reforzar diferentes materias]. Ayer empecé un nuevo proyectito que le he llamado TRABAJO DE INVESTIGACIÓN. Es lo que deberán realizar por grupos. Un trabajo sobre un tema abierto del cual les apetezca indagar y aprender más.

Diagrama PLE para un proyecto de aula, por Itziar Olaizola

Agradecer a Itziar Kerexeta la invitación para participar en este curso, así como la confianza de Alfonso Tejedor y el resto del equipo de Kristau Eskola.

Este artículo se publicó originalmente en el blog del curso auKEraRTIC.

imagen de cabecera | Docente y alumnado usando las TIC en el aula vía Shutterstock

OpenEdX and LTI: Pedagogical scripts and SSO

OLDaily - 23 Febrero, 2015 - 03:16
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Stian Håklev, Random Stuff that Matters, Feb 22, 2015

Although Learning Technologies Interoperability (LTI) was originally designed for learning management systems, it can also be adapted to MOOCs (especially MOOCs you have to sign in to access)(which aren't really MOOCs, but I digress). In this post Stian Hå klev describes integrating EdX with LTI to obtain single sign-on. "Now comes the hard work," he writes, "designing meaningful scripts and interaction patterns for students with very different reasons to participate, and levels of engagement, but at least we know that we can probably implement what we want to."

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Categorías: General

“Is L&D out of touch with reality?”

OLDaily - 23 Febrero, 2015 - 03:16
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Jane Hart, Learning in the Modern Workplace, Feb 22, 2015

There are some problems with this article but it does raise the interesting question of where the learning and development (L& D) industry gets its priorities. My own experience suggests that the industry is driven by customer demand; it follows what customers are willing to pay for. And most of the money is in more traditional L& D. And you have to be able to show that alternative approaches work equally well, which I think hasn't yet been the case. Now the problems: first, the survey is self-selected from Hart's own readers, which builds in a huge bias. Second, the last link is just a plug for one of her workshops which to me looks very much like the traditional L& D she is criticizing ($100 a pop - I've always wondered whether I could make a living offering workshops online like that).

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Categorías: General

The power of love

Learning with 'e's - 22 Febrero, 2015 - 23:06
In my two most recent posts I considered the role love plays in education. This mini series on love was inspired by a lecture from a colleague entitled 'What's love got to do with it?' delivered to my final year primary education students. The key take away from his lecture was that all good relationships have a basis of love and good teaching needs good relationships. He bemoaned the fact that we only have one word to describe a large spectrum of loves, whereas the ancient Greeks had many. Using the word 'love' in many contexts does not necessarily connote romantic involvement or sexual intent, but can mean any number of other affections, but it is so often miscontrued, simply because we are forced to use the same word for many different kinds of love. An exploration of the words used in ancient Greece is therefore a useful exercise.

In my last two posts I outlined the place of agape in education. Agape is a self sacrificing love that causes people to do extraordinarily acts of kindness and altruism. I argued that many teachers have this kind of love, and this is what drives them to be so dedicated to their students. I also wrote about phileo - a brotherly kind of love that relishes in social connection and mutual experiences. It is this kind of love that we experience working in a great team, or involving ourselves in a club or association, and it is an essential ingredient in effective collaborative learning.

Another relevant kind of love in education is storge - often described as similar to parental love. It is the unconditional love parents have for their children, no matter what those children might do or say. Some would say this is a kind of love that is blind to imperfections, only seeing the best in our children and never holding a grudge. How does this apply in education? The educational theorist and psychoanalyst Carl Rogers once referred to 'unconditional positive regard' which is an acceptance of any student, regardless of their previous misdemeanors or track record. He argued that such acceptance of students promoted a better, more equitable form of education, because it presupposed nothing, and any achievement became possible. Students did not feel marginalised, nor did they feel the need to play up to a stereotype. Rogers' kind of unconditional pedagogy was person centred, where individual responsibility was placed upon each student.

Sometimes, teachers label certain students as 'trouble makers', or 'low in intelligence' or 'lazy', often on the word of other teachers, or rumours. This is a human attribute, and it is difficult to break free from this kind of bias. Also, as Rosenthal and Jacobson once demonstrated, such expectations of behaviour can evoke a biased form of pedagogy, where students eventually become what they are predicted to be - in a sort of self fulfilling prophecy. It is therefore important that as teachers, we give our students a second (and even sometimes a third or fourth) chance. If we care for our students as would a parent, and demonstrate that storge love.

Photo from Wikimedia Commons


The power of love by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's

'Overnight, everything I loved was gone': the internet shaming of Lindsey Stone

OLDaily - 22 Febrero, 2015 - 03:08
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Jon Ronson, The Guardian, Feb 21, 2015

Another in what I guess is becoming an internet trend: finding people who have been publicly shamed (and often fired) for their transgressions on the internet. Again I point out that if you don't want to be maligned for, say, mocking and flipping off the national cemetery, then don't mock and flip off the national cemetery. But there's also a subtext, and it's this: what happened to employee rights such that complains from strangers over the internet could get them summarily fired? Where I grew up, unions would prevent that sort of thing. Today those rights to reasonable protection have all but disappeared. Maybe the problem isn't the internet or Facebook's privacy settings at all. Maybe the problem more social.

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Categorías: General

Hack Education Weekly News

Hack Education - 22 Febrero, 2015 - 00:35
Education Politics

Expanding on President Obama’s plan for two years of free community college education, Vermont Senator Bernie Sanders is proposing “the federal government … give $18 billion a year in dollar-for-dollar matching grants to states, which he says would allow them to slash public college tuition by 55 percent. He said this would apply to students at all public universities and colleges.”

Wisconsin governor (and likely presidential candidate) Scott Walker does not have a college degree. Cue the think-pieces: "Why Scott Walker's lack of a college diploma doesn't matter." And “Graduating university isn’t evidence of leadership. Neither is not graduating.”

If the governor signs the bill, Arkansas will soon require students in public schools in the state be taught cursive.

From Inside Higher Ed: “Illinois’s new governor, Bruce Rauner, this week proposed a $387 million cut to the state’s higher education budget. About $209 million of that will come from the University of Illinois – that’s nearly one-third of the system’s state subsidy.”

A handful of student activists occupied the headquarters of Newark Public Schools, protesting the leadership of superintendent Cami Anderson and demanding her resignation.

An Oklahoma legislative committee voted this week to ban the teaching of AP US History in the state, arguing that the curriculum was un-patriotic. More via NPR.

The Jefferson County School Board, where students protested last year after it said it was going to review the AP US History curriculum to make sure it sufficiently promoted patriotism, now says it that plans no such review.

A legislative committee in Arizona is moving forward with an effort to dump the Common Core (and its associated tests) in that state.

From In These Times: “How Mexican Teachers Are Fighting Standardized Tests and Corporate Education Reform.”

OMG LAUSD

Looks like LAUSD cannot afford one iPad (or computer) for every student and staff after all. Instead, the Superintendent Ramon Cortines said “the L.A. Unified School District will try to provide computers to students when needed for instruction and testing.”

MOOCs and UnMOOCs

“The New York Times and CIG Education Group have come together to launch NYT EDUcation, a new education initiative,” says the press release. “NYT EDUcation will provide innovative courses and programs covering a wide array of subjects, including communications and media, which reflect the authoritative content and intellectual breadth of The New York Times.” Oh I sure hope David Brooks or Thomas Friedman offer a class on NYT coverage of MOOCs.

Meanwhile on Campus

The University of Illinois Urbana Champaign issued DMCA takedowns over students’ computer science homework that had been posted to GitHub. The university later backed down, apparently recognizing the importance of open source and open collaboration. More on the story in Inside Higher Ed.

The State Department said it was surprised to learn that UMass was banning Iranian students from its engineering programs. The school later reversed its policy.

William Scheide has bequeathed his rare books collection to Princeton University. Appraised at $300 million, it’s the largest gift in the university’s history.

Oops. Carnegie Mellon sent 800 students letters telling them they’d been admitted to its prestigious CS program – in error.

Via The New York Times: “A Yale fraternity has been banned from conducting on-campus activities until August 2016 as punishment for violating the university’s sexual misconduct policy at an initiation ceremony last year and then trying to impede the resulting investigation.”

“As gun rights advocates push to legalize firearms on college campuses, an argument is taking shape: Arming female students will help reduce sexual assaults,” says The New York Times.

“Can Dartmouth Rehabilitate Itself?” asks The Chronicle of Higher Education.

Delta Kappa Epsilon is suing Wesleyan University over its order to admit women to the fraternity.

According to the Sacramento Bee, “The California Student Aid Commission has halted funding for Heald College after the for-profit chain failed to provide required documents demonstrating that it is financially stable.”

“The financial aid director at North Idaho College was arrested this month and fired for offering to trade scholarships for sex with a student,” reports Inside Higher Ed.

Go, School Sports Team!

The First Lawsuit Over Concussions in Pop Warner Football.”

Via CBS Sports: “Several conference commissioners say it’s time to consider making freshmen – or at least some of them – ineligible, again, for the first time since the NCAA rule changed in 1972.”

From the HR Department

Faculty at the University of Illinois Springfield have voted to unionize.

Upgrades and Downgrades

From Bruce Schneier: “For the past few months, Lenovo PCs have shipped with an adware app called Superfish that man-in-the-middles TLS connections. Here’s how it works, and here’s how to get rid of it. And you should get rid of it, not merely because it’s nasty adware. It’s a security risk. Someone with the password – here it is, cracked – can perform a man-in-the-middle attack on your security as well.”

And speaking of surveillance: “It’ll Be A Lot Harder To Cut Class With This Classroom Facial-Recognition App” says Fast Company in an article that raises zero questions about privacy or ethics but notes the app is “unobtrusive.”

It’s time once again for the annual Google Science Fair.

Google is closing its Helpouts platform (where “experts” could offer advice via Hangouts).

Wired profiles Stop!t, an app that lets students report bullying anonymously.

Knewton partners with Cengage.

From Edsurge: “Jeffersonian Meritocracy: A New Accelerator for Edtech Research.” That is, a new ed-tech accelerator at the University of Virginia Curry School of Education.

The Pope is also getting into the education accelerator business with a program called Scholas Labs.

“Codecademy CEO Zach Sims Wants To Fix The Broken Education System,” according to an interview in Benzinga. Apparently the startup is still not looking to make money. (The learn-to-code company last raised funding in 2013, so yeah. I don’t buy it that money isn’t an issue.)

Rafranz Davis writes, “shocked,” about Mission US: Flight to Freedom, a slavery simulation promoted in Common Sense Media’s Black History month email. In an op-ed in Edsurge, the producer of the slavery simulation says “we regret to hear that some people have found the game to be problematic, we stand by it.”

Submit a math activity to the Museum of Math that’ll appear on its jumbotron floor display.

Funding and Acquisitions

Instructure has raised $40 million and says it’s on course for an IPO. The funding came from Insight Venture Partners, Bessemer Venture Partners, and EPIC Ventures. The LMS startup has now raised over $79 million. According to the press release, this latest round of funding will help Instructure move into corporate training. Phil Hill writes “What TechCrunch Got Wrong (and Right) About Instructure Entering Corporate Learning Market.”

Because the arc of Ed-tech history is long and bends towards corporate elearning

— Audrey Watters (@audreywatters) February 18, 2015

Chinese homework platform 17zuoye has raised $100 million from H Capital, Temasek, Yuri Milner/DST, and Shunwei. This brings to $135 million total invested in the company.

NoRedInk has raised $6 million from True Ventures, the Social+Capital Partnership, Kapor Capital, and Rethink Education. The startup, which offers online grammar exercises, has raised $8 million total.

Video training platform Grovo has raised $15 million from Costanoa Venture Capital, Greg Waldorf, and SoftTech VC. The startup has raised $22 million total.

NVBots has raised $2 million in seed funding. The startup offers wireless 3D printing to schools.

Fedora, a site that according to Techcrunch “hopes to completely change the way that teachers think about their profession by offering them a platform to create online ‘schools.’” has raised $2 million from Atlas Ventures and other angel investors.

Renaissance Learning Acquires UClass, a ‘Dropbox for Education.’

Netflix CEO Reed Hastings has made a $2 million gift to Rocketship Schools.

“Research”

Tech blog Techcrunch reviews ed-tech investment.

What are the ethical implications of researchers and scholars using services like Mechanical Turk, asks Nathan Schneider in The Chronicle of Higher Education.

A report finds that “about 80 percent of Michigan charter schools perform below the state average in reading and 84 percent below average in math.”

10 most (and least) popular Advanced Placement (AP) subjects.”

Less than half of English and modern languages PhDs are on the tenure track.

Reported by the BBC: “scientists have identified the part of the brain that teachers use to detect when their pupils do not understand what they are being taught. Researchers found that a brain region called the anterior cingulate cortex picks up how mistaken students are.”

Student loan delinquencies are on the rise. 11.3% of student loans were delinquent in the last quarter of 2014, reports Bloomberg.

ITC #eLearning2015 Keynote Video and Material

e-Literate - 22 Febrero, 2015 - 00:20

By Phil Hill

Phil is a consultant and industry analyst covering the educational technology market primarily for higher education. He has written for e-Literate since Aug 2011. For a more complete biography, view his profile page.

Web | Twitter | LinkedIn | Google+ | More Posts (286)

This past week I had the opportunity to provide the keynote at the Instructional Technology Council (ITC) eLearning2015 conference in Las Vegas. ITC is a great group that provides leadership and professional development to faculty and staff in community and junior colleges in online education, and increasingly in hybrid course models. To save time on individual sharing, I have included most of the material below.

Here is the MediaSite recording of the keynote:

And here are the slides in SlideShare:

And here is the YouTube channel for e-Literate TV. The Essex County College clip is a sneak preview of an upcoming e-Literate TV case study on personalized learning (more on that in the next post).

Click here to view the embedded video.

Finally, here are the two clips from the WCET14 student panel:

Need for some level of standardization:

Click here to view the embedded video.

Need for interaction:

Click here to view the embedded video.

And last, but certainly not least, the infamous Underpants Gnome video:

Click here to view the embedded video.

The post ITC #eLearning2015 Keynote Video and Material appeared first on e-Literate.

10 key takeaways about differences between classroom, blended, online and open learning

Tony Bates - 21 Febrero, 2015 - 21:42

Every teacher or instructor needs to decide where on the continuum a particular course or program should be

Lucky readers: you get a bonus! This is really a brief summary of all of the ten previous posts on this topic, which constitute Chapter 10 of my online open textbook, Teaching in a Digital Age:

Key takeaways

1. There is a continuum of technology-based learning, from ‘pure’ face-to-face teaching to fully online programs. Every teacher or instructor needs to decide where on the continuum a particular course or program should be.

2. We do not have good research evidence or theories to make this decision, although we do have growing experience of the strengths and limitations of online learning. What is particularly missing is an evidence-based analysis of the strengths and limitations of face-to-face teaching when online learning is also available.

3. In the absence of good theory, I have suggested four factors to consider when deciding on mode of delivery, and in particular the different uses of face-to-face and online learning in blended courses:

  • your preferred teaching strategy, in terms of methods and learning outcomes
  • student characteristics and needs
  • the pedagogical and presentational requirements of the subject matter, in terms of (a) content and (b) skills
  • the resources available to an instructor (including the instructor’s time).

4. The move to blended or hybrid learning in particular means rethinking the use of the campus and the facilities needed fully to support learning in a hybrid mode.

5. Open educational resources offer many benefits but they need to be well designed and embedded within a rich learning environment to be effective.

6. The increasing availability of OER, open textbooks, open research and open data means that in future, almost all academic content will be open and freely accessible over the Internet.

7. As a result, students will increasingly look to institutions for learning support and help with the development of skills needed in a digital age rather than with the delivery of content. This will have major consequences for the role of teachers/instructors and the design of courses.

8. OER and other forms of open education will lead to increased modularization and disaggregation of learning services, which are needed to respond to the increasing diversity of learner needs in a digital age.

9. MOOCs are essentially a dead end with regard to providing learners who do not have adequate access to education with high quality qualifications. The main value of MOOCs is in providing opportunities for non-formal education and supporting communities of practice.

10. OER, MOOCs, open textbooks and other digital forms of open-ness are important in helping to widen access to learning opportunities, but ultimately these are enhancements rather than a replacement for a well-funded public education system, which remains the core foundation for enabling equal access to educational opportunities.

Next

Chapter 10 on Modes of Delivery and Open Education is now published.

Chapter 11 will be on design strategies for ensuring high quality learning. Since it is based on an earlier series of blog posts called Nine steps to quality online learning, I will not be publishing blog posts on the book version. This should be ready by the end of next week.

I will however publish blog posts on Chapter 12, the concluding chapter, as I develop it. Chapter 12 will discuss issues around faculty development/training, institutional strategies for teaching and learning, and likely developments for teaching and learning in the near future. (Any other suggestions for topics for this last chapter will be much appreciated, as I need to focus on key issues that have wide interest that have not been covered elsewhere in the book.)

I will also start returning gradually to reviewing new developments, research articles, conferences, etc., as before I started on the open textbook project.

Internacionalización de RED

RED. Revista de Educación a Distancia. - 21 Febrero, 2015 - 12:46

"Educational technology: The magazine for managers of change in education" es seguramente una de las más antiguas y prestigiosas revistas de Tecnología Educativa, elearning y en general cambio de paradigma educativo en la Sociedad del Conocimiento, no obstante su antiguedad (recuerdo haberla visto en bibliotecas y librerías en los años noventa).Pues bien ET ha publicado en Mayo_Junio un número especial sobre cambio de paradigma en educación. Se puede ver el índice en Dialnet y el contenido completo en la página de Charles Reigeluth que ha coeditado el número junto con Francis M. Duffy.El número en su conjunto y todos los artículos son interesantísimos, empezando por la presentación Paradigm change in education: Introduction to special issue, pero en esta ocasión nos fijamos en el artículo de Charles Reigeluth    The learner-centered paradigm of education: Roles for technology  (y en Researh Gate) que cita y toma como referencia primera le articulo que el mismo autor publicó en RED en 2012m y que está traducido al español por Nora Leizenberg y adaptado por quien escribe. Se trata de  Reigeluth, C. (2012). Teoría instruccional y tecnología para el nuevo paradigma de la educación. RED, Revista de Educación a Distancia32. http://www.um.es/ead/red/32/reigeluth_es.pdf Y en inglés Reigeluth, C. (2012). Instructional theory and technology for the new paradigm of education. RED, Revista de Educación a distancia32, 1-18. 
http://www.um.es/ead/red/32/reigeluth.pdf
Especialmente significativo es igualmente, por el tema y el cambio de paradigma en la formación de militares, el trabajo Paradigm change in military education and training.

Más recientemente en la revista Procedia - Social and Behavioral Sciences Volume 172, 27 January 2015, Pages 215–222 aparece otro artículo de RED citado en el trabajo Practical Use of Review Question and Content Object as Advanced Organizer for Computer Programming Lessons de Reginamary Matthewsa, Hew Soon Hinb y Koo Ah Choo. Se trata de un trabajo de 2006:


O en castellano:

Zapata Ros, M. (2005). Secuenciación de contenidos y objetos de aprendizaje.Revista de Educación a Distancia. http://revistas.um.es/red/article/view/25221


Esa misma cita también hemos visto que aparece en Damasevicius, R., & Stuikys, V. (2009, July). Specification and generation of learning object sequences for E-learning using sequence feature diagrams and metaprogramming techniques. In Advanced Learning Technologies, 2009. ICALT 2009. Ninth IEEE International Conference on (pp. 572-576). IEEE. 


Podemos seguir, el articulo de Grainne Conole de 2013  MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia39, 1-17, aparece citado en 48 artículos, entre los cuales podemos reseñar:


Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher educationJ MacknessM Waite, G Roberts… - The International Review of …, 2013 - irrodl.orgAbstract Despite the increase in massive open online courses (MOOCs), evidence about the
pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into
the pedagogy in one MOOC-Oxford Brookes University's 'First Steps in Learning and ...Citado por 11 Artículos relacionados Las 7 versiones Citar Guardar Más[PDF] de oerknowledgecloud.org[PDF] Participants' perceptions of learning and networking in connectivist MOOCsM SaadatmandK Kumpulainen - MERLOT Journal of …, 2014 - oerknowledgecloud.orgAbstract Massive open online courses (MOOCs) are growing exponentially in higher
education. They have attracted the attention of higher education institutions, course
designers, and policy makers. They challenge the mainstream of higher education and ...Citado por 5 Artículos relacionados Las 4 versiones Citar Guardar MásStudents' and instructors' use of massive open online courses (MOOCs): Motivations and challengesKF Hew, WS Cheung - Educational Research Review, 2014 - ElsevierAbstract Massive open online courses (MOOCs) are among the latest e-learning initiative to
attain widespread popularity among many universities. In this paper, a review of the current
published literature focusing on the use of MOOCs by instructors or students was ...Citado por 7 Artículos relacionados Citar GuardarWhat Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCsAMF Yousef, MA ChattiU Schroeder… - … (ICALT), 2014 IEEE …, 2014 - ieeexplore.ieee.orgAbstract—Massive Open Online Courses (MOOCs) have gained a lot of attention in the last
years as a new technologyenhanced learning (TEL) approach in higher education. MOOCs
provide more educational opportunities to a massive number of learners to attend free ...Citado por 5 Artículos relacionados Las 2 versiones Citar GuardarcMOOC-ein alternatives Lehr-/LernszenariumS Haug, J Wedekind - … Open Online Courses. Offene Bildung oder …, 2013 - books.google.comSeit dem Kurs „Introduction to Artificial Intelligence “der Stanford-Professoren Sebastian
Thrun und Peter Norvig im Wintersemester 2011/2012 mit über 140.000 Studierenden sind
MOOCs schlagartig in das öffentliche Interesse gerückt; 2012 wurde von der New York ...Citado por 5 Artículos relacionados Citar GuardarMOOC 学习者个性化学习模型建构杨玉芹 - 中国电化教育, 2014 - cqvip.comMOOC 作为一种新的学习情境和学习技术, 以其独有的特征催生了一种新的学习模式,
即个性化学习. 学习者根据自己的个别化目的和背景, 决定个性化的参与路径,
选择和定制个性化的课程. 因此, MOOC 要获得持续性发展, 必须支持学习者的个性化学习 ...Citado por 2 Artículos relacionados Las 3 versiones Citar Guardar[PDF] de rclis.org[PDF] de ugd.edu.mkMOOCS in Higher Education–State of the Art ReviewB Petkovska, B DelipetrevZ Zdravev - 2014 - eprints.ugd.edu.mkThis paper discusses a new trend in education, so-called Massive Open Online Courses-
MOOCs and their implementation in higher education. MOOC courses are designed for an
unlimited number of users, they are usually free and they are available exclusively online. ...
Esto es lo que hemos obtenido en una indagación breve a partir de algunas citas que suministra Google Scholar en sus comunicaciones periódicas con los autores.
No podemos evitar pues una cierta satisfacción y esperamos seguir contribuyendo a esta difusión de trabajos que encuentren una receptividad similar.







All you need is love

Learning with 'e's - 21 Febrero, 2015 - 11:30
Sixties pop group The Beatles sang 'All you need is love,' and then they broke up. It took them years to reconcile their differences. Love is a fragile thing. It requires nurturing with care. More songs, poems, stories and movies have been written about love than any other subject under the sun. It inspires, it overwhelms, it makes us weep, it makes us smile, or dance with joy. We are all subject to it, and we all succumb to its subtle powers at some point in our lives.

In yesterday's post I wrote about the many kinds of love we encounter, and highlighted the problem that we only have one word to describe them all. The Greeks had many words, one of which is Agape, an all encompassing, sacrificial love, borne out of devotion to the object of one's love. This kind of love is apparent in education when teachers go the extra mile and do extraordinary things to support their students and encourage them to achieve their potentials. It's the kind of love that prompts us to go on marathon runs to raise money for those less fortunate than ourselves. It's what prompts people to throw themselves unthinkingly into a rough sea to save a stranger from drowning. The deep relationship that can be forged between teachers and their students can lead to extraordinary results, and numerous authors have written about this.

Other kinds of love are equally important, not only in education, but in all facets of life. There is a form of love expressed in the Greek word Phileo which means brotherly love, friendship that does not involve any form of romantic involvement. It's where the word philanthropy comes from, to which the word Anglophile (love of English) owes its origins, and was also the inspiration for the name Philadelphia - the US 'city of brotherly love'. Phileo is a love that describes feelings of belonging, and a sense of common purpose. It's the same sense of belonging that Abraham Maslow described in his hierarchy of human needs. It's something we all crave, and is often experienced in social groupings, friendship circles and clubs, where children (and adults) share a common purpose and goals. It's also why many of us join social networks and use social media - we want to connect to others who have similar interests and backgrounds. We want to share. We want to belong.

Phileo is related to another Greek word, Koinonia, which is translated as sharing, participating together, and ultimately enjoying being together with others. Phileo is often needed when children are required to work together, and it's often the case that the groups who enjoy being together perform better. It's about fellowship - going through the same experiences and meeting challenges together. Collaborative learning is on the rise in modern pedagogy, because teachers have discovered that children tend to learn more when they discuss, compare and contrast their ideas. The essence of good collaborative learning is when students work together to achieve a common goal, and draw on each other's strengths and abilities to reach that end. Phileo love is the vital ingredient in this process, because it binds the group members together, and the outcome is mutual respect and support. In such rich learning contexts, love really is all you need.

Photo by Ibrahim Ludaj on Wikimedia Commons


All you need is love by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's

Artículos preseleccionados para el número 45

RED. Revista de Educación a Distancia. - 21 Febrero, 2015 - 10:01




A continuación reseñamos los seis artículos que están previstos salgan en el próximo número de RED, el día 15 de Marzo.





Aprovechamos para recordar que, además de la llamada de contribuciones a números ordinarios, permanentemente abierta, en este momento están vigentes dos llamadas a números especiales:Número 46, especial “Competencias para la codificación y la precodificación y pensamiento computacional”. con publicación prevista en Septiembre de 2015. Llamada a contribuciones con echa límite para enviar manuscritos: 31deJuliode 2015 
Número 48, especial “Presente y futuro en el mundo latino de la enseñanza en entornos virtuales y el aprendizaje en entornos conectados, con especial énfasis a la docencia universitaria en la Sociedad  del Conocimiento”. Publicación prevista en Enero de 2016. Llamada a contribuciones, hasta Noviembre de 2015.

SUMARIO
Requisitos para la implementación de un Laboratorio Virtual en Óptica y FotónicaJavier Gamo, Jirina Novakova, Antonio Medina y Covadonga Rodrigo.ResumenEsta investigación analiza la opinión que tienen estudiantes y profesores de enseñanzas científico-técnicas,  respecto al uso de una futura plataforma web que implemente un Laboratorio Virtual Remoto (VRL) en Óptica y Fotónica. El VRL actualmente está en fase de diseño, y pretende servir como complemento a la enseñanza experimental en el aula. A tal fin, se han diseñado dos cuestionarios (para profesores y estudiantes, respectivamente) con el fin de recabar las necesidades y expectativas de ambos colectivos, en el uso y contenidos de la plataforma. Los cuestionarios se han editado en inglés y español, su contenido ha sido validado previamente por expertos nacionales e internacionales en diversas áreas de ciencias, ingeniería y educación, y se han distribuido en línea entre estudiantes y profesores de universidades españolas y extranjeras, mediante la herramienta Qualtrics disponible en Saint Louis University. El presente trabajo describe la estructura detallada de ambos cuestionarios con los distintos bloques que los componen, la valoración de los expertos sobre el contenido de los mismos, el análisis de fiabilidad realizado, los resultados obtenidos en la cumplimentación por parte de profesores y estudiantes, y la discusión de dichos resultados, realizada conjuntamente con la ayuda de un grupo de expertos.
El diseño instruccional de los MOOCs y el de los nuevos cursos online abiertos personalizadosMiguel Zapata-RosResumenEn este trabajo vamos a exponer resumidamente una propuesta justificada y fundada de un procedimiento para realizar el diseño instruccional de un curso que eventualmente pueda ser un MOOCs pero también un curso en línea, abierto y personalizado. Este es el comienzo de un trabajo que desarrollaremos de forma completa y detallada en otros trabajos de naturaleza adecuada: En artículos, guías y ejemplos de aplicación a casos.
Kokori, un serious games. La perspectiva de los estudiantes ante una propuesta de aprendizaje innovadoraMaría L. Bossolasco, Roxana J. Enrico, Beatríz A. Casanova y Eugenia E. EnricoResumenSe presentan aquí los resultados de una experiencia de aprendizaje en la cual se propuso a los alumnos participar de un videojuego, como una actividad más en su proceso de aprender. El propósito del estudio fue indagar las razones por la cual los alumnos eligieron jugar/no jugar así como sus creencias sobre los posibles beneficios para el aprendizaje. El análisis de los resultados se realizó poniendo el foco en los procesos motivacionales.Participaron de la experiencia alumnos que cursan el primer año del nivel superior, en carreras del área de Ciencias Biológicas. Los resultados pusieron de manifiesto que la participación en la actividad de jugar el videojuego parece haber respondido a metas extrínsecas, pero al indagar luego sobre la experiencia de aprendizaje, parecería que la misma ha generado una posterior motivación intrínseca. Jugaron para ganar un evaluativo, pero luego de haber vivido la experiencia de aprendizaje, la incorporaron como vivencia significativa y viable de replicar en otros contextos de aprendizaje.En la discusión se hace referencia a aquellas cuestiones del entorno que podrían actuar como favorecedoras de la motivación, poniendo especial atención al diseño de las actividades académicas.
Importancia de la competencia argumentativa en el ámbito educativo: una propuesta para su enseñanza a través del role playing online
Alba García-BarreraResumenLa capacidad argumentativa es esencial en el ámbito educativo, ya que es una competencia que el alumnado necesitará desarrollar para desenvolverse en su vida diaria y transmitir sus pensamientos, defender sus ideas, mantener diálogos abiertos y comprensivos con los demás, etc. Por ello resulta esencial que el profesorado también la adquiera y la sepa poner en marcha en el aula, ayudando a sus estudiantes a adquirir dicha capacidad. Desde la formación universitaria se persigue que los alumnos, como futuros docentes, desarrollen esta competencia a través de las distintas asignaturas a cursar durante la carrera. Sin embargo, en la educación a distancia no resulta tan sencillo poner en práctica esta habilidad, ya que se carece de un entorno físico presencial que favorezca las interacciones síncronas. En este artículo se examinan las ventajas e inconvenientes que presentan algunas de las posibilidades que existen para trabajar la competencia argumentativa en dichos entornos, presentando finalmente el role playing como estrategia de aprendizaje para experimentarla tanto en la formación del profesorado como en el aula.
Construcción de conocimiento en educación virtual: Nuevos roles, nuevos cambios
Cristina Hennig Manzuoli y Anna Escofet RoigResumenEl presente artículo expone los resultados de un estudio que tuvo como propósito analizar las percepciones de los profesores frente a su rol en entornos digitales de enseñanza y aprendizaje en Colombia, Sur América, realizado en dos instituciones de educación superior que ofrecen programas de pregrado en modalidad virtual. La investigación empleó técnicas cualitativas y cuantitativas mediante la realización de grupos focales y observación de aulas virtuales, también se realizó una encuesta a docentes con experiencia en la modalidad de más de seis meses. Los resultados sugieren que el acompañamiento del profesor y la comunicación entre estudiantes son escasos, así como dificultades en la interacción que no permiten un verdadero trabajo colaborativo que esté enfocado a la construcción de conocimiento.
Factores asociados a la deserción estudiantil en programas virtuales: consideraciones desde el mercadeo educativo y el mercadeo relacional.Nubia Esther Murcia Agudelo y Pedro Julián Ramírez Angulo.ResumenEl gobierno colombiano ha centrado sus esfuerzos en la educación de sus ciudadanos, en respuesta a ello, este trabajo pretende dar un aporte desde el mercadeo educativo y el mercadeo relacional, al fortalecimiento de la metodología virtual en el nivel postgradual. Se utilizó un estudio cualitativo para conocer factores que inciden en la deserción y permanencia en el programa académico. Los factores de mayor repercusión fueron: la necesidad de obtener una información inicial clara sobre el nivel de conocimiento requerido para alcanzar un buen rendimiento académico, las materias a estudiar y las exigencias de estudiar virtualmente; y durante el programa requieren contar con un apoyo tutorial y administrativo oportuno y disponer de soluciones frente a dificultades metodológicas y de plataforma.


MOOC design : from peer assessment to social networks

OLDaily - 21 Febrero, 2015 - 03:02
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Matthieu Cisel, La révolution MOOC, Feb 20, 2015

Short post in English from the  EducPros.fr website. "The high number and the diversity of registrants enables various possibilies as far as collective and collaborative activities are concerned. For instance, team projects have been emphasized on increasingly in recent MOOCs, since it can help to tackle the dropout issue and can trigger interesting learning outcomes.  Some platforms like Novoed have specialisezd in team projects based MOOCs..."

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Beat The Rush; A Domain Name For Every Student Offers Great Value

OLDaily - 21 Febrero, 2015 - 03:02
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Robert Schuetz, Nocking The Arrow, Feb 20, 2015

Robert Schuetz took the step recently of registering domainss for his sons on Google Domains. Why? He explains: "George Couros, in a recent post, says there are three things students should have before they leave high school: a personal learning network, a digital portfolio, and an About.me page." But rather than depend on third party services for this, it's better that they have their own identity from the ground up. A good suggestion.

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Photos from Ottawa's Winterlude Festival

OLDaily - 21 Febrero, 2015 - 03:02


Stephen Downes, Flickr, Feb 20, 2015

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