agregador de noticias

Why For-Profit Education Fails

OLDaily - 16 Octubre, 2016 - 03:25

Jonathan A. Knee, The Atlantic, Oct 15, 2016

This is an interesting discussion but actually very light on the explanation it promises. A close reading reveals it to be this: first, VCs confuse size and scale, preferring to create large institutions in an industry that depends on local impact. Second, scope and scale do not always mix. They try to reform the entire education system rather than focusing on a specific activity or domain. Why do theey do this? Ego plays a role, but ultimately the cause is found in their desire to do good (which runs counter to the need to make money ("one cannot do good for very long if the business does not do well enough to survive")). The consistent failure of private institutions, argues the author, gives ammunition to those who oppose privatization, but "that sphere will always comprise public and private, nonprofit and for-profit institutions, and for-profit businesses play an essential role."

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Categorías: General

Spiraling Down Minuscule DS106 History Details

OLDaily - 16 Octubre, 2016 - 03:25

Alan Levine, CogDogBlog, Oct 15, 2016

The assignment bank was one of those details that made DS106 so innovative. Basically the idea was that people submit suggestions for assignments, which other people then browse, select from, complete and contribute. Some of  the earliest posts in  my art blog (now used for my photos of the day, but always subject to change) are from the DS106 assignment bank. The title is also from the DS106 course. Anyhow, this post reconstructs the history of the assignment bank. It begins from a  Michael Cauldfield post in which part of this history became the subject for discussions. Alan Levine drills deep into the historical archive and concludes "the Assignment bank is totally the idea and prowess of Martha Burtis." He also comments on the difficulties of doing digital history. I can relate; I've been updating my  Presentations files recently. When people tell you "the internet is forever" don't believe them. So much has already been lost. Take some time now and repair your archives. The future will thank you. Image: one of my DS106 contributions, The Long Goodbye.

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Categorías: General

Lucy Gray Presentation Resources for #GEF16

OLDaily - 16 Octubre, 2016 - 03:25

Lucy Gray, Oct 15, 2016

In keeping with the learning communities theme from last week have a look at these  presentation resources shared by Lucy Gray on the Global Education Conference and the Highly Connected Global Educator. There's a fair bit of overlap between the two slide decks (the latter is the better deck) but you'll see listings of learning communities and networks, overviews of global education projects, and related resources. The focus of these projects, writes Gray, is not on the technology or the content but on the people.

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Categorías: General

Un fraude más perverso que el plagio

RED. Revista de Educación a Distancia. - 15 Octubre, 2016 - 12:57

    Yes, 'n' how many times can a man turn his head, Pretending he just doesn't see?The answer, my friend, is blowin' in the wind.Bob Dylan

    Hay una forma de fraude académico tan perverso o más que el plagio, pero que sin embargo por su aparente inocuidad pasa desapercibido y somos más benevolentes con él.
    Me refiero a la ocultación de citas y de referencias, a hacer invisibles investigaciones y a investigadores, a los autores de las publicaciones que dan a conocer sus trabajos.
    Las más de las veces no están sólo implicados autores de papers cuyo tema principal es el estado de arte de una cuestión, que paradójicamente tiene como función y como fin investigar qué hay sobre un tema, y si no incluyen alguno, sobre todo si es de relevancia, no solo constituye un fraude sino que anularía en buena lógica toda la investigación, sino que además están implicados revisores que dan por bueno el trabajo y el editor que organiza la edición.
    Miguel Zapata Ros

Exploring more frameworks to understand OER/OEP

OLDaily - 15 Octubre, 2016 - 03:12

David T. Jones, The Weblog of (a) David Jones, Oct 14, 2016

I think this falls into the category of overthinking things, but I still want to pass on this discussion of OER 'frameworks', for example one describing "different stages of OEP using a combination of OER usage and learning architecture." Yes, it's another set of taxonomies-and-stages. And as always they seem to raise more questions than they solve. "Whats an institution?" What about collaborative development? "What about moving beyond the institution?" Why is 'open practice' a continuum? Is the 'value chain' the right place to locate OERs?

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Categorías: General

Scraping Google Scholar to write your PhD literature chapter

OLDaily - 15 Octubre, 2016 - 03:12

Jon Dron, The Landing, Oct 14, 2016

What's interesting about the diagram in this post is that you could figure out who the major writers are in the field without knowing anything about the writers or the field. Take a look. Rawls, Sen and Ostrom occupy central locations. "Basically, it automatically (well - a little effort and a bit of Google Scholar/Gephi competence needed) maps out connected research areas and authors, mined from Google Scholar, including their relative significance and centrality, shaped to fit your research interests." When we can do this for everybody, what would we need tests and exams for any more?

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Categorías: General

You are almost definitely not living in reality because your brain doesn’t want you to

OLDaily - 15 Octubre, 2016 - 03:12

Buster Benson, Quartz, Oct 14, 2016

Good article listing sources of cognitive bias (always an interest of mine). Numerous links. "In order to avoid drowning in information overload, our brains need to skim and filter insane amounts of information...

  1. Information overload sucks, so we aggressively filter.
  2. Lack of meaning is confusing, so we fill in the gaps.
  3. We need to act fast lest we lose our chance, so we jump to conclusions.
  4. This isn’ t getting easier, so we try to remember the important bits.

By keeping these four problems and their four consequences in mind (we) will ensure that we notice our own biases more often." The item called to my recollection a CBC interview I listened to this morning with Julia Shaw, author of The Memory Illusion: Why you might not be who you think you are.At least, I think I listened to it.

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Categorías: General

Learning in the Digital Age

OLDaily - 15 Octubre, 2016 - 03:12

Michael Grant, Conference Board of Canada, Oct 14, 2016

This report from the Conference Board of Canada "explores the potential of e-learning in the Canadian setting." Most Conference Board reports are expensive (like this excellent  Learning and Development Outlook from last year) but this one is free. Most readers of this newsletter will find the report very superficial, dated and quaint. It's not clear there was actually a literature review, as claimed - many of the (sparse) resources in the  bibliography link to error pages on the Conference Board website (the references have other errors, including a '2003' article on MOOCs). The main points of discussion - whether e-learning should be employed, the quality of faculty-created courses, the nature of the LMS - would have been appropriate in 2004. Aside from a short discussion of MOOCs, there is nothing about modern e-learning: social networks, simulations and virtual reality, gamification, workplace support (indeed, workplace learning is all but ignored). The report contains three recommendations: reduce economic barriers, tackle institutional constraints, and adopt excellent practices. Well sure; we'll get right on that, once we get past this Y2K bug thing.

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Categorías: General

Vols unir-te al moviment edcamp?

Educació Demà - 14 Octubre, 2016 - 15:19
Es busquen edcampers! Us convidem a participar en la presentació del projecte edcamp a Catalunya i als tallers per a futurs “edcampers” que estem preparant!

Però... què és un edcamp? Un Edcamp és una trobada gratuïta i oberta a tothom amb la finalitat de compartir aprenentatges, coneixements i inquietuds per tal de desenvolupar-se personal i professionalment i transformar l’educació. La seva metodologia es basa en l’aprenentatge entre iguals, la conversa i l’intercanvi de coneixements. No hi ha un programa definit per l’organització de la trobada, ja que són els participants els qui construeixen conjuntament el programa a partir dels temes que són del seu interès.

Aquest moviment va ser creat el 2010 a la ciutat de Filadèlfia i, des d’aleshores, la idea de crear trobades obertes entre persones interessades en l’educació, s'ha transformat en un moviment amb més 1.000 edcamps desenvolupats arreu del món en 25 països. 

La Fundació Jaume Bofill vol promoure aquest model a Catalunya i, en aliança amb la Edcamp Foundation dels Estats Units, desitja transferir aquesta metodologia a persones, col·lectius, centres i comunitats educatives que vulguin organitzar els seus propis edcamps. El suport de la Fundació a l’equip de promotors de cada edcamp serà gratuït i es basarà en formació, acompanyament i recolzament logístic i comunicatiu.

Tens inquietuds, aprenentatges i coneixements sobre els quals t'agradaria compartir amb altres apassionats sobre l'educació com tu?  Creus que l'aprenentatge entre iguals és una eina potent per millorar la pràctica educativa? Vols ser promotor/a d’Edcamps? Vols unir-te al moviment Edcamp i organitzar una trobada a la teva ciutat o al teu barri? Vine a la nostra presentació, participa en un dels 3 tallers simultanis sobre metodologia Edcamp que organitzarem i gaudeix d’un Edcamp en viu!

La presentació comptarà amb Ismael Palacín, director de la Fundació Jaume Bofill, i serà dinamitzada per Xavier Pujol, promotor del moviment Edcamp a Catalunya. 

Accés lliure i gratuït.

La presentació es podrà seguir en directe per streaming a través del web de la Fundació Jaume Bofill, i també via Twitter @FundacioBofill i @edcampCAT  amb el hashtag #edcampCAT

No arribes a l'hora de la presentació? Cap problema! Podràs recuperar el visionat aquí.

Anima’t i inscriu-te a l’acte!


Making sense of digital

Learning with 'e's - 14 Octubre, 2016 - 14:11

I learn a lot from discussions on social media channels such as Twitter. Some might be aware that I established a chat for the European Distance and E-Learning Network (EDEN) a couple of years ago, which is dedicated to discussions around technology supported learning in all sectors of education, learning and development. Known as #EDENchat, it has hosted over 30 one-hour discussions, and the entire list (and archives) can be found Storified on this website.

Our most recent #EDENchat focused on digital competencies and digital literacies, and the conversation was dynamic and fast moving. I have already written extensively about digital literacies and have presented several keynotes at international conferences where it features heavily. Everyone in education it seems, is interested in what teachers and students need to acquire, to make sense of our digital world and to use digital tools effectively.

One of the key questions I posed on #EDENchat was to determine the difference between digital competencies and digital literacies. A number of thoughtful responses came back, but the general consensus was that literacy is about understanding, while competency leads to a mastery of that understanding (thanks to Alastair Creelman for that response). This was further simplified by Simon Lancaster who remarked: Digital literacy is about knowing how to do it and competency is about doing it well.

The follow up question was 'what digital competencies/literacies do you consider essential for university students? The responses came in thick and fast, including collaborative competence (probably a blog post in itself), identity management, self presentation, and navigating digital sources, filtering, selecting and assessing content for accuracy and veracity (thanks to Kandy Woodfield). Digital reputation management was also discussed as well as critical reading and curation of content (via Sue Beckingham).

Perhaps the best part of the discussion arose when I asked whether there was a specific 'best time' for digital literacies to be taught. Many responses said the same thing: If a child is using technology, they need to know how to manage their presence online, for safety and security reasons, as well as to make sense of the digital world. Conclusion: The best time to begin teaching digital literacies is when the child begins to use technology.

#EDENchat continues with a discussion around the future of universities, at 1900 UK time, on October 26th. The full schedule of #EDENchats is here.

Related posts
What digital literacies?
3 things you should know about digital literacies
Digital literacies in the age of remix

Photo by Steve Wheeler

Making sense of digital 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

Un siglo XIX español a base de proyectos

El proyecto Feria de la Historia nos ofrece tres nuevos contenidos para que los alumnos de 2º de Bachillerato aprendan Historia de España a través de proyectos que combinan metodología Flipped Classroom y ABP.

"Toma la palabra", "Videomapas mentales" y "Querido diario" ofrecen un itinerario de aprendizaje centrado en los acontecimientos del siglo XIX en España  y que concluye con la creación de tres productos educativos: debates (grabados) sobre la lucha entre liberales y absolutistas, un mapa mental sobre el desarrollo del liberalismo y diarios personales de los protagonistas de la Historia.

Uno de los elementos distintivos de estos recursos educativos abiertos es que surgen como plasmación de proyectos ya desarrollados en el aula y que ahora pueden ser replicados por cualquier docente introduciendo modificaciones o cambios que los adapten a las necesidades de su centro, aula y grupo de estudiantes.