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U Southern California Launches Online Doctorate of Ed Program

Campus Technology - 12 Enero, 2015 - 20:50
The University of California's Rossier School of Education is launching an online Doctorate of Education in Organizational Change and Leadership this week.

Coursera Expands Presence in China

Campus Technology - 12 Enero, 2015 - 19:55
Coursera's massive open online courses will now reach millions more learners in China, thanks to a new partnership with the country's Hujiang online education platform.

Survey: Facebook Still Most Popular Social Network, Others Gaining

Campus Technology - 12 Enero, 2015 - 19:37
Facebook continues to be the most widely used social network among online adults, according to a new survey from the University of Michigan School of Information and the Pew Research Center.

New Moodle 2.8 visualized database schema available

Moodle News - 12 Enero, 2015 - 16:00
Marcus Green has once again posted a rendering of the Entity Relationship diagram of Moodle 2.8’s database tables. From even a novice perspective the database is interesting to look at to see...

Free Community College Proposal Gets Thumbs-Up — at Least on Facebook

Campus Technology - 12 Enero, 2015 - 14:30
President Obama chose a 9,700-student community college in Tennessee to make a dual proposal that he'll be taking to Congress in a couple of weeks: first, that students receive free community college; and second, that government help expand technical training programs by giving grants to those programs that show success.

Invertir más, gastar mejor y lograr un sistema más justo

Cuaderno de campo - 12 Enero, 2015 - 14:08
Crisis, austeridad y recortes; fracaso escolar, abandono prematuro y desempleo juvenil; aumento de la desigualdad, retroceso de la movilidad, revalorización del capital humano: todo esto trae de nuevo a colación, con más fuerza que nunca, la problemática de la financiación de la educación. ¿Qué educación debe ser gratuita y qué otra de pago? ¿Cuánto, en qué y cómo gastar? En estos días he publicado dos textos, de distinto alcance, sobre el tema. Uno, muy breve, una pequeña columna en La Vanguardia (¿A dónde debe ir el dinero?) que reproduzco aquí entera; otro, mucho más amplio, un artículo en la revista Avances en Supervisión Educativa (Del derecho incompleto a la educación: gratuidad escolar, costes indirectos y política educativa) del que reproduzco aquí el resumen, pero puede leerse en íntegro en el enlace anterior.

¿A dónde debe ir el dinero?
Un sistema escolar que satisface a pocos, un gasto púbico siempre menor que 5% del PIB, recortes producto de la austeridad europea y la insensibilidad de las derechas... a las puertas de la sociedad del conocimiento y a la cola de Europa 2020. Obvio: hay que gastar/invertir más. Lo ya nada obvio es en qué ni cómo, pero vayan unas recomendaciones generales:
  1. En la educación de todos antes que en de una (incluso amplia) minoría. Por tanto, en hacer efectiva la igualdad 3-18. Desde los 3, porque es imprescindible y ya es universal. Hasta los 18 porque asumimos el objetivo del 85-90% con título post-obligatorio, que implica dar opción a todos.
  2. En los costes indirectos de 3-18: libros y material escolar, comedores, transporte, custodia, apoyo académico y un módicum de extraescolares. Es de justicia educativa y supone poca redistribución.
  3. En el refuerzo a quienes llegan con el lastre de una desventaja social: oferta obligatoria en Infantil-I, compensación y apoyos en toda la obligatoria, becas y ayudas recuperables y por mérito en la superior.
Y dos errores fatales a evitar:
  1. Gastar en más de lo mismo, que es lo que las organizaciones piden: más docentes, ratios más bajas, menos horas... El modelo está obsoleto y hay poco que ganar reforzándolo.
  2. Gastar más donde se oiga más ruido. El fragor viene de sindicatos docentes y de estudiantes universitarios, que tienen más músculo y más voz y marcan la agenda de otros sectores (alumnos, padres) y actores (partidos, intelectuales, medios), pero las suyas no son las necesidades más perentorias, ni las reivindicaciones más justas ni las inversiones socialmente más rentables.
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Del derecho incompleto a la educación: gratuidad escolar, costes indirectos y política educativa
ResumenSe examinan los costes indirectos de la educación asociados a la escolarización gratuita y financiados como gasto familiar, particularmente para las etapas obligatoria y de oferta obligatoria. Se discuten más detalladamente las implicaciones para los libros de texto, los comedores y las actividades de apoyo. Se examinan las consecuencias de este gasto familiar para la gratuidad y sus efectos en términos de la igualdad o desigualdad educativa y social. Por último, se analizan implicaciones de todo ello con los intereses colectivos en juego y para la política educativa. Palabras clave: Justicia escolar, gratuidad, equidad educativa, libros de texto, comedores, actividades de apoyo, eficacia escolar, eficiencia escolarA half-way right: free education, indirect costs, and educational policy
AbstractThis paper examines those indirect costs of education associated to state funded schooling that come to be privately financed by families, specially those linked to mandatory or mandated provision schooling. Discussion is more detailed about textbooks, school meals and academic support activities. Then we study the consequences of this private spending for gratuity and its effects related to educational and social equality or inequality. Finally, we analyze the implications related to sectional interests at stake and educational policiesKey words: Educational justice, gratuity, educational equity, textbooks, school meals, academic support, school effectiveness, school efficiency
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Categorías: General

Moodle Mobile Messaging Gets the Whatsapp Treatment

Moodle News - 12 Enero, 2015 - 14:00
Moodle Mobile 1.10 was recently released and brought with it a few new features including new navigation, choices to sync only when you have a wifi connection (to keep Moodle-related data charges...

Creamos videoblogs para aprender y difundir la ciencia

Convertimos la grabación de vídeos en la herramienta para estudiar, aprender y divulgar lo aprendido sobre la Química en un proyecto de aula.

El REA "¿Es magia? No, son reacciones químicas" plantea a los alumnos el desafío de generar un recurso audiovisual sobre reacciones químicas con vídeos de experimentos de laboratorio grabados y editados por ellos mismos.

La creación de este producto final se completará con actividades en las que los estudiantes, trabajando en equipo, generarán sus propios materiales de estudio.

"¿Es magia? No, son reacciones químicas" es un recurso educativo abierto creado con eXeLearning que ofrece un proyecto de aula para que nuestros alumnos aprendan, compartan y trabajen cooperativamente.

Using Online Learning To Support At-Risk Students -- THE Journal

Educación flexible y abierta - 12 Enero, 2015 - 10:54

Windsor High School in Connecticut is using online learning to provide remediation for students at risk of not graduating on time and to support students with special needs.

See it on Scoop.it, via Educación flexible y abierta

L’élaboration collective de cartes mentales, une démarche didactique structurante pour l’apprentissage du vivre-ensemble à l’école

Educación flexible y abierta - 12 Enero, 2015 - 08:35
Devant le développement des incivilités et de la violence, ces vingt dernières années, l’apprentissage du vivre-ensemble est devenu une priorité. Cinq piliers de compétences entrent en jeu dans cet apprentissage complexe. Nous appuyant sur les conceptions socioconstructivistes selon lesquelles la pratique de débats démocratiques contribue à la construction du jugement moral chez l’enfant et l’adolescent (Piaget, 1932, Xypas, 2003), nous montrons comment, à la lumière d’analyses de pratiques conduites dans une classe de CM2, l’élaboration de cartes mentales par l’enseignant et/ou les élèves, lors de discussions à visées éducatives, structure et favorise cet apprentissage. En fonction du type de carte mentale utilisé l’enseignant peut plus particulièrement : permettre l’exploration des réponses possibles à une problématique de vie scolaire ; soutenir chez les élèves l’effort de conceptualisation des valeurs et des normes implicites en jeu dans les comportements ; favoriser le discernement de leur ressenti et de l’exercice de leur raison ; et les inviter à interroger le sens de leurs comportements non verbaux.

See it on Scoop.it, via Educación flexible y abierta

Top Ed-Tech Trends of 2014

OLDaily - 11 Enero, 2015 - 22:32


Audrey Watters, Hack Education, Jan 11, 2015

In case you missed it, Audrey Watters top education trends of 2014. Here they are:

  1. Buzzwords
  2. The Business of Ed-tech
  3. School and "Skills"
  4. MOOCS, Outsourcing, and Online Education
  5. Competencies and Certificates
  6. The Common Core State Standards
  7. Data and Privacy
  8. The Indie Web
  9. Social Justice
  10. #Fail

There's a certain cynicism informing this list, which I think is unavoidable if you stary in the business of covering the field long enough. This, I think, is where my role is different: I not only cover the field, but I'm deeply engaged in building as well, which allows me to take hope in something, even if it's only my own efforts.

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Categorías: General

The Hype is Dead, but MOOCs Are Marching On

OLDaily - 11 Enero, 2015 - 22:32
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Don Huesman, Knowledge@Wharton, Jan 11, 2015

MOOCs are emerging from the "trough of disillusionment," says Coursera co-founder Daphne Koller in this Wharton interview. The discussion focuses on the value of MOOCs, especially for things link continuing professional development, and Coursera's "verified certificates," which she says are the company's primary source of revenue. There's also discussion of the "cohort model," which sounds a bit like the  serialized feeds discussed here years back. As for growth: "we are hosting nearly 900 courses and I expect to have 1,000 courses on our platform by early 2015. In three years, we’ ll have 5,000 courses, which is about the curriculum of your average medium to large university," she says.

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Categorías: General

The Drivers of a Successful BYOD Initiative

OLDaily - 11 Enero, 2015 - 22:32


Eric Sheninger, A Principal's Reflections, Jan 11, 2015

"The overall goal of any BYOD (Bring Your Own Device - see more) initiative should be to support and enhance student learning," writes Eric Sheninger.  "It should not be implemented as a way to just pacify students by allowing them to use their devices only during non-instructional time or to eliminate discipline issues." The post then highlights a number of policy considerations, including planning, student and teacher professional development, and infrastructure.

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Categorías: General

180 Best Photoshop Tutorials of Year 2014

OLDaily - 11 Enero, 2015 - 22:32
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Yogesh Mankani, The Neo Design, Jan 11, 2015

Doug Peterson  offers this link to the 180 best Photoshop tutorials of the year. Photoshop is a powerful but difficult piece of software. It's also very popular. I looked at a number of the tutorials; they're free and open, and do the job, effectively showing me how to do this or that. But the main thing I want to highlight here is this: one hundred and eighty. This. Year. This is the scale of open education that is possible, and if we figure out how to do it right we can make this range of learning available to everyone, all the time. This, by the way, does not reduce the need for advanced photoshop instruction. It increases it.

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Categorías: General

Look what they've done to the GED. Aligned with Common Core and handed over to Pearson

OLDaily - 11 Enero, 2015 - 22:32
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Mike Klonsky, Mike Klonsky's SmallTalk Blog, Jan 11, 2015

Mike Klonsky highlights the dangers of the corporatization of education. "The GED exam has been overhauled, aligned with the Common Core and handed over to Pearson, the giant British testing and textbook corporation in order to supposedly prepare students for 21st-Century jobs. The new test is now much harder. The test prep classes are given on-line. No more personalization." The result? "In 2012, a total of 401,388 people passed the GED test. In 2014, only  58,524." Now I understand that the GED standards have to be rigorous. But the other part of the responsibility is getting people up to that standard. That is why the commercialization is a failure.

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Categorías: General

Campaign for America’s Future: An Education New Year’s Resolution We Can All Believe In

OLDaily - 11 Enero, 2015 - 22:32
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Jeff Bryant, National Education Policy Centre, Jan 11, 2015

Ostensibly about the "dreary" predictions about education for 2015, this article is in fact about getting to the core of the problem, at least in the United States: "It’ s The Inequity, Stupid." I've listed on this site a wealth of evidence showing the best predictor of outcomes is socio-economic status. Poor people do poorly in education. That's a problem when the mantra is that "good education is the only route out of poverty." It's hard to be more self-defeating (unless, of course, your objective is to keep poor people poor). There are signs this may be changing. This week, a New York Times editorial called for "confronting and proposing remedies for the racial and economic segregation that has gripped the state’ s schools, as well as the inequality in school funding that prevents many poor districts from lifting their children up to state standards." It would be good for everybody were the United States able to reverse course on inequity. Its policies are exported, especially to the developing world, precisely where they currently do the most harm. Photo: me.

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