Octeto

El Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) presenta el resumen del informe NMC Horizon Report: 2013 Higher Education, elaborado por New Media Consortium (NMC) y EDUCASE Learning Initiative (ELI). Un año más, este informe identifica y describe las seis nuevas tecnologías que están llamadas a tener un gran impacto en la enseñanza, el aprendizaje, la investigación y la expresión creativa en la enseñanza universitaria en los próximos cinco años. Tanto en el informe original como en este documento se ofrecen ejemplos de la relevancia de esas tecnologías en la enseñanza y el aprendizaje y de su aplicación en distintas materias.

La elección de las seis tecnologías descritas en el informe NMC Horizon Report: 2013 Higher Education ha sido realizada por un consejo asesor, compuesto por expertos internacionales en educación, tecnología y otros ámbitos, a través de una plataforma wiki.

Las Tabletas y los Cursos abiertos masivos en línea o MOOC son las tecnologías que ya están teniendo una gran repercusión en el ámbito universitario. Es de destacar que, mientras la generalización y el éxito de las tabletas en la enseñanza universitaria ya fueron anunciadas en pasadas ediciones de la serie de NMC Horizon Reports, los MOOC aparecen por primera vez en esta ocasión, y lo hacen con tanta fuerza que, sin haberse previsto su impacto en anteriores ediciones, se posicionan en un plazo de adopción inmediato.

Serán, por una parte, los Juegos y la gamificación -una evolución del aprendizaje basado en juegos, analizado en anteriores ediciones de la serie NMC Horizon Reports-, y las Analíticas de aprendizaje, por otra, las dos tecnologías que tengan una gran repercusión en la enseñanza y el aprendizaje universitario en los próximos dos o tres años.

Si en la edición 2012 del NMC Horizon Report  las dos tecnologías llamadas a tener impacto en los centros universitarios en el plazo de cuatro a cinco años eran la Informática basada en gestos e Internet de las cosas, este año han sido sustituidas por la Impresión 3D y la Tecnología portátil. La Impresión 3D ya había hecho su aparición en la primera publicación del NMC Horizon Report, en 2004, incluida en la categoría de Prototipos rápidos, pero la Tecnología portátil se incluye este año por primera vez en el informe.

Informe horizon 2013_universidad_intef_mayo_2013 from educacionlab

Descargar Informe INTEF Horizon 2013 Enseñanza Universitaria

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Informe original – NMC Horizon Report: 2013 Higher Education:
http://www.nmc.org/pdf/2013-horizon-report-HE.pdf

Otros materiales resultantes de NMC Horizon Report: 2013 Higher  Education:
http://www.nmc.org/horizon-project/horizon-reports/horizon-report-higher-ed-edition

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Imagen de portada del propio informe Horizon. Por cortesía de Illinois MakerLab, Facultad de Empresariales de la Universidad de Illinois. http://makerlab.illinois.edu/

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Parents can help to enhance their child’s learning process, and help their children develop skills and a learning style that they will use for a lifetime.

The post 5 Steps To Developing Your Child’s Learning Style appeared first on Edudemic.

Blackboard has collaborated with Vital Source Technologies to launch a pilot program to test e-textbook integration with its Blackboard Learn learning management system.

We are really excited about the Taccle 2 project – 5 hard copy handbooks and a website bursting with practical ideas on how to use web 2.0 apps and other e-learning tools in your classroom.

The project has reached its half way mark and we are so far on target. The E-learning handbook for Primary Teachers has just come back from the layout artist and is in its final proof reading stage. (There is a temporary version available if you want to take a look)

The E-learning handbook for STEM teachers is waiting for the layout artist to make it look pretty and the E-learning for Humanities is in its draft version. This will be available on the site within the next week.

The next book, E-learning for Creative and Performing Arts has just been started – we are still at the stage of collecting ideas but they are coming in thick and fast. The final book, E-learnig for Core Skills 14-19 is at the planning stage. All books will be ready for printing by April 2014.

Meanwhile, check out Taccle2 website It has 280 posts at the moment and our rough estimate is that there are well over a thousand ideas that can be navigated by subject, age, software, language, format and more. Even better, judging from the number of visitors who return and the number of contributions and comments, there is a growing community around the Taccle2 site which will expand rapidly once the Taccle2 training starts next month.

Please come and join us and spread the word – tried and tested ideas for using technology in the classroom, created by teachers for teachers. No theory, no research just inspiration!

PS you can also follow us on Twitter #taccle or on the Taccle2  Diigo group or on Scoop.it – so no excuses!!

Educational Testing Service has launched SuccessNavigator, an assessment tool designed to help improve retention and graduation rates among incoming college students.

There are dozens of things teachers and students should know about gamification. Here's a handy simplified list to quickly learn from!

The post 25 Things Teachers Should Know About Gamification appeared first on Edudemic.

By Thom Markham As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem t

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Just over a week ago I had the opportunity to participate in a radio interview for the University of Delaware’s local station WVUD, with the Campus Voices interview airing on May 17th. The interview was in advance of Delaware’s summer faculty institute, where I will be speaking in just over a week. I really enjoyed the interview, and this is an area that needs more attention – local educational technology support for faculty innovation, with an emphasis on faculty sharing best practices. The summer institute is May 28th – 31st.

I was interviewed by Richard Gordon and Paul Hyde, and some of the key topics we explored:

• Not everyone is a reader of the Chronicle of Higher Education – what the heck is a MOOC?
• How do MOOCs affect faculty teaching in a bricks-and-mortar university?
• What are the completion rates of MOOCs and what are the student types?
• Are there applications beyond higher education?
• Why is there such significant pushback against MOOCs lately?
• What disciplines beyond science and engineering are using MOOCs?

Here is link to the U Delaware radio interview - audio only. It’s about a half hour in length, but with some cool NPR-sounding music to kick it off.

I have also added some graphics and created a video of the interview.

Click here to view the embedded video.

The post MOOCs Explained: Radio Interview with University of Delaware appeared first on e-Literate.

The University of Delaware's Center for Disabilities Studies has implemented a mobile iPad and iPhone app that helps its researchers improve the speed and accuracy of their data gathering and reporting in the field.

I remember back in the mid 1990s, when I was first employed as a researcher at the University of Bremen, I used to travel every three months to Surrey university, whi9ch at the time had the easiest university library to reach from Bremen.I would run a series of searches on their computerised reference system, collect together a pile of journals and then buy a photocopying card to frantically copy all the articles i might need for the next couple of months. Fortunately this was in the days before airlines restricted baggage weight, so i could copy all I could carry.

Time have changed.  Most researchers I know rely on online sources these days. Despite attempts by some publishers to prevent open access, many authors place a pre-publication copy of their work online anyway. This is merely anecdotal. But  a new survey (pdf downland) by the UK Jisc covers a range of areas from how academics discover and stay abreast of research, to their teaching of undergraduates, how they choose research topics and publication channels, to their views on learned societies and university libraries, and their collections.

The survey comes up with some interesting findings. According to Jisc the “Overarching themes are an increasing reliance on the Internet for their research and publishing activities and the strong role that openness is playing in their work.” They go on to say key findings include:

• Access limitations – While 86% of respondents report relying on their college or university library collections and subscriptions, 49% indicated that they would often like to use journal articles that are not in those collections.
• Use of open resources – If researchers can’t find the resources or information they need through their university library, 90% of respondents often or occasionally look online for a freely available version.
• The Internet as starting point – 40% of researchers surveyed said that when beginning a project they start by searching the Internet for relevant materials, with only 2% visiting the physical library as a first port of call.
• Following one’s peers – The findings suggest that the majority of researchers track the work of colleagues and leading researchers as a way of keeping up to date with developments in their field.
• Emergence of e-publications – The findings show that e-journals have largely replaced physical usage for research, but that contrasting views exist on replacement of print by e-publications, where print still holds importance within the Humanities and Social Sciences and for in-depth reading in general.

But these are just the headlines. it is well worth delving into the full report, based on over 3000 respondents.

Researchers were asked “Typically, when you are conducting academic research, which of these five starting points do you use to begin locating information for your research?”

Although there were variation between researchers form different disciplines (as noted above) some 40 per cent replied general purpose search engine on the internet or world wide web. About 25 per cent use a specific electronic research resource/computer database, up to 20 per cent their online library catalogue, 18 or so per cent a national or international catalogue or database, while less than 10 per cent physically visit their library.

That is a massive change in a relatively short time period. I will try to read the report thoroughl;y in the next few days and work out what it all means!

El proyecto Hablando se entiende la gente propone el uso pedagógico de los cortometrajes en las tutorías de la Educación Secundaria Obligatoria. Consta de cuatro publicaciones en línea, una para cada curso de la ESO, dirigidas a los orientadores y tutores de esta etapa educativa. En ellas se presentan varios cortometrajes -con la debida autorización legal para utilizarlos con fines educativos- y un conjunto de actividades para aproximar a los estudiantes al mundo cinematográfico y para abordar los temas tratados en las sesiones grupales de tutoría.

Estos materiales pueden descargarse gratuitamente desde este enlace.

Any language teacher knows that online translation tools can be a double edged sword. This visual should shed some light on current trends to know about.

The post How Online Translation Tools Are Now Being Used appeared first on Edudemic.

Adobe has released Connect Mobile 2.1, an update to the conferencing and collaboration tool for iOS and Android.

El estudio original ha sido encargado por la Comisión Europea y realizado por European Schoolnet y la Universidad de Liège.

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Innovative design crosses over all aspects of education. The American Society for Innovation Design in Education, or ASIDE, seeks to infuse curriculum with new approaches to teaching and thinking.

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An international declaration by more than 150 leading scientists and 75 scientific organisations is demanding a rethink of the role 'journal impact factor' plays in the evaluation of research.

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Por segundo año consecutivo el CEP de Granada organiza unas Jornadas de Buenas Prácticas, donde docentes y centros educativos granadinos presentarán sus experiencias de aula.

Entre las experiencias relacionadas con el uso de las TIC que los compañeros y compañeras compartirán podemos destacar la de Aitor Lázpita en el IES Nazarí de Salobreña, Enseñar Lengua en un Mundo Postdigital, la experiencia piloto de EduTablets en el CEIP La Almohada de Belicena, con Agustín Navarro, o la experiencia de LIMASAT del IES Santa Rosa de Lima en Córdoba, por cierto, uno de los proyectos que nacieron del programa Andalucía Profundiza.

También se han presentado otras experiencias mediante carteles que se expondrán durante los dos días del evento, algunos de los cuales ya se pueden ver en el blog de las Jornadas.

Además de la presentación de experiencias las Jornadas cuentan con autoformaciones y talleres, como el de PDI que dinamizarán Rosa Titos y Maite Ordóñez, el miércoles 22, o el de Tabletas Digitales con Diego García, Evaristo Pérez y Ezequiel García, el jueves 23.

También hay programado para el segundo día de las Jornadas un taller de Identidad Digital que dinamizaré yo y cuya presentación compartiré en próximo artículo.

Finalmente el evento se cerrará con una charla de Aníbal de la Torre que lleva por título “Comunicación, información, colaboración y buenas prácticas”.

Las jornadas se desarrollarán en las instalaciones del CEP Granada los próximos 22 y 23 de mayo en horario de tarde. Puedes INSCRIBIRTE desde la ficha de la actividad en SÉNECA.

Para más información descarga el programa completo, disponible en formato pdf.

Archivado en: talleres Tagged: buenas prácticas, formación del profesorado, identidad digital, PDI, tablets