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25 Tips to Turbo Charge Your Leadership with Evernote

OLDaily - 16 Julio, 2014 - 04:57

Miguel Guhlin, Around the, Jul 15, 2014

I don't use Evernote, but that's only because I have my own systems (especially gRSShopper) for doing a lot of what Evernote does. But I would be the first to recommend it as a productivity tool (not just for 'leaders' - that whole 'leadership' jargon thing is getting out of hand). Basically, Evernote is an internet-accessible database you can use to store notes, records, communications, clippings, and more. I like the way Miguel Guhlin presents here, first addressing the problem people face, and the solution using Evernote (and potentially some additional applications, like IFTTT).

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Categorías: General

MentorLinks Funds STEM Tech Development at 10 Community Colleges

Campus Technology - 15 Julio, 2014 - 22:50
Ten community colleges make up the latest cohort in MentorLinks, an initiative to help them improve, expand and build their technology programs

Social Media Tool Monitors for Possible Problems

Campus Technology - 15 Julio, 2014 - 22:08
A technology company in Halifax is testing software that analyzes social media commentary to identify potential risks worth alerting law enforcement and schools about.

Grassroots IT Leadership

Campus Technology - 15 Julio, 2014 - 20:43
A community-led group is helping NYU's highly distributed IT organizations collaborate better, build relationships, share information and impact IT strategy across the university.

Carnegie Mellon Builds New Computing Cluster for Education and Research

Campus Technology - 15 Julio, 2014 - 19:10
Carnegie Mellon University is building a new computing cluster, named Narwhal, which will be used for education and research related to large-scale computer systems.

Adapt Courseware Expands Repository of Adaptive, Multimedia Content

Campus Technology - 15 Julio, 2014 - 18:22
Adapt Courseware, a provider of adaptive learning content and resources, has broadened its content repository with new interactive tools, video lectures, practice exercises and assessments in 10 academic disciplines.

Gradebook Report Improvement Demo from UCLA

Moodle News - 15 Julio, 2014 - 17:00
Last week in Montana I had the pleasure of meeting Rex Lorenzo and Alphonso Roman from UCLA. While they presented on behat testing during the pre-Moot workshops, I was able to chat them up on the...

Curation as a tool for teaching and learning

Educación flexible y abierta - 15 Julio, 2014 - 16:58

A digital essay completed by Heather Bailie as part of the assessment requirements of #INF530 Concepts & Practices for a Digital Age.

See it on, via Educación flexible y abierta

Education online: The virtual lab

Educación flexible y abierta - 15 Julio, 2014 - 16:55

Confronted with the explosive popularity of online learning, researchers are seeking new ways to teach the practical skills of science.

See it on, via Educación flexible y abierta

The Sum of Desire2Learn's Acquisitions: Brightspace

OLDaily - 15 Julio, 2014 - 16:52

Tony Wan, EdSurge, Jul 15, 2014

This is an awkwardly written article and it's a bit difficult to tease out exactly what the author is saying, but I think it's this: the company Desire2Learn has recently acquired four products to extend its learning support capability. These supports extend beyond the bounds of a traditional learning management system, so they're being branded under a separate name: Brightspace. The generic term for the combination of Brightspace and D2L's flagship platform is an 'integrated learning platform'.

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Categorías: General

Decision-making ponderings

OLDaily - 15 Julio, 2014 - 16:52

Col Beer, Col's Weblog, Jul 15, 2014

I want to flag this item because I want to identify it as being wrong. There are two ways this item is wrong, at least in my view:

  • "people base their decisions on their internal representations... richer, more stylized, incorporate multiple levels of abstraction, and take on a structure that enables rapid retrieval of relevant decision-making heuristics and procedures (recognition-primed decision-making (RPD))" - this involves the postulation of a rich representational structure that probably doesn't exist - I would base decisions on what might be called DRD - direct recognition decision-making process.
  • "Zachary et al. (2013) there are four context awareness levels: perception, comprehension, projection, sense-making." I think it's too easy to create cross-categorized taxonomies. This is an example. We could probably identify each of these elements in a 'perception', but there is no principled distinction to be drawn between them, and they actually overlap ('what it means' is another way of saying 'how does it make sense').

In general, through the history of cognition, people have devised elaborate structures to characterize comprehension and decision-making. These are generally fabrications: they are structures built on the presumption that the brain operates as some sort of rule-based information processing machine. It is not, and so these designs are meaningless.

I mention this especiaally for scholars and academics, because you can be dragged down a rabbit-hole trying to identify and discern fine differences between these models. It's important to recall that since none of them are correct, the distinctions between them don't matter (related: see Descates on Scholasticism).

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Categorías: General

Feed WordPress 101: The Basics

OLDaily - 15 Julio, 2014 - 16:52

Alan Levine, CogDogBlog, Jul 15, 2014

This is the first of a five part series providing an overview of content syndication as it relates to WordPress. This is an essential component of a cMOOC-type course using WordPress. This first section covers the basic concepts of syndication, and so is appropriate for a wider audience. Alan Levin writes, "it allows a distributed structure for your course. It is pretty much modeled on the way the internet itself works. Instead of students coming to an LMS to do all their work, they’ re doing it in a site that they maintain and it becomes a thing that they manage."

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Categorías: General

The Open Education Infrastructure, and Why We Must Build It

iterating toward openness - 15 Julio, 2014 - 16:03

Despite thoughtful disagreement about the term “infrastructure” from people I greatly respect, I continue to find the term extraordinarily useful in my own thinking about how we improve education. As interest in competency-based education continues to grow, we have an incredible opportunity to expand and to open the core pieces of the education infrastructure. But before I go further, a few words about “infrastructure” to make sure we’re all on the same page.

The Wikipedia entry on infrastructure begins:

Infrastructure refers to the basic physical and organizational structures needed for the operation of a society or enterprise, or the services and facilities necessary for an economy to function. It can be generally defined as the set of interconnected structural elements that provide a framework supporting an entire structure of development…

The term typically refers to the technical structures that support a society, such as roads, bridges, water supply, sewers, electrical grids, telecommunications, and so forth, and can be defined as “the physical components of interrelated systems providing commodities and services essential to enable, sustain, or enhance societal living conditions.” Viewed functionally, infrastructure facilitates the production of goods and services.

What would constitute an education infrastructure? What types of components are included in the set of interconnected structural elements that provide the framework supporting education?

I can’t imagine a way to conduct a program of education without all four of the following components: competencies or learning outcomes, educational resources that support the achievement of those outcomes, assessments by which learners can demonstrate their achievement of those outcomes, and credentials that certify their mastery of those outcomes to third parties. Certainly there are more components to the core education infrastructure than these four, but I would argue that these four clearly qualify as interconnected structural elements that provide the framework underlying every program of formal education.

Why Bother With an Open Education Infrastructure?

Recently I’ve had the opportunity to spend time thinking about practical ways of spreading the influence of openness across the entire education infrastructure. But why continue focusing on infrastructure at all? I want to make it as simple, fast, and inexpensive as possible for people and institutions to experiment with new models of education – much in the same way the Reclaim Hosting folks are deploying open educational technology infrastructure to make it fast, cheap, and easy for folks to experiment with the technologies underlying new models. Not everyone has the time, resources, talent, or inclination to completely recreate competency maps, textbooks, assessments, and credentialing models for every course they teach. Similarly on the technology side, not everyone has the time or inclination to code up a new blogging platform from scratch every time they want to post an article online. It simply makes things faster, easier, cheaper, and better for everyone when their is high quality, openly available infrastructure already deployed that we can remix and build upon.

Opening the Education Infrastructure

Historically, we have only applied the principle of openness to one of the four components of the education infrastructure I listed above: educational resources. If you’re not familiar with the 5Rs model of thinking about open educational resources (OER), give that summary a quick read. I have been arguing that “content is infrastructure” for about a decade now. More recently, Mozilla has created and shared an open credentialing infrastructure through their open badges work. But little has done to promote the cause of openness in the areas of competencies and assessments.

Open Competencies

I think one of the primary reasons competency-based education (CBE) programs have been so slow to develop in the US – even after the Department of Education made its federal financial aid policies friendlier to CBE programs – is the terrific amount of work necessary to develop a solid set of competencies. Again, not everyone has the time or expertise to do this work. It’s really hard. And because it’s so hard, many institutions with CBE programs treat their competencies like a secret family recipe, hoarding them away and keeping them fully copyrighted (apparently without experiencing any cognitive dissonance while they promote the use of OER among their students). This behavior has seriously stymied growth and innovation in CBE in my view.

If an institution would openly license a complete set of competencies, that would give other institutions a foundation on which to build new programs, models, and other experiments. The open competencies could be revised and remixed according to the needs of local programs, and they can be added to, or subtracted from, to meet those needs as well. This act of sharing would also give the institution of origin an opportunity to benefit from remixes, revisions, and new competencies added to their original set by others.

Furthermore, openly licensing more sophisticated sets of competencies, like the quantitative domain maps I wrote about a few weeks ago, provides a public, transparent, and concrete foundation around which to marshall empirical evidence and build supported arguments about the scoping and sequencing of what students should learn.

Open competencies are the core of the open education infrastructure because they provide the context that imbues resources, assessments, and credentials with meaning – from the perspective of the instructional designer, teacher, or program planner. (They are imbued with meaning for students through additional means as well.) You don’t know if a given resource is the “right” resource to use, or if an assessment is giving students an opportunity to demonstrate the “right” kind of mastery, without the competency as a referent. (For example, an extremely high quality, high fidelity, interactive chemistry lab simulation is the “wrong” content if students are supposed to be learning world history.) Likewise, a credential is essentially meaningless if a third party like an employer cannot refer to the skill or set of skills its possession supposedly certifies.

Open Assessments

For years, creators of open educational resources have declined to share their assessments in order to “keep them secure” so that students won’t cheat on exams, quizzes, and homework. This security mindset has prevented sharing of assessments.

In CBE programs, students often demonstrate their mastery of competencies through “performance assessments.” Unlike some traditional multiple choice assessments, performance assessments require students to demonstrate mastery by performing a skill or producing something. Consequently, performance assessments are very difficult to cheat on. For example, even if you find out a week ahead of time that the end of unit exam will require you to make 8 out of 10 free throws, there’s really no way to cheat on the assessment. Either you will master the skill and be able to demonstrate that mastery or you won’t.

Because performance assessments are so difficult to cheat on, keeping them secure should not be a concern, making it possible for performance assessments to be openly licensed and publicly shared. Once they are openly licensed, these assessments can be retained, revised, remixed, reused, and redistributed.

Another way of alleviating concerns around the security of assessment items is to create openly licensed assessment banks that contain hundreds or thousands of assessments – so many assessments that cheating becomes more difficult and time consuming than simply learning.

An Open Infrastructure Stack for Education

Open Credentials
Open Assessments
Open Educational Resources
Open Competencies

This interconnected set of components provides a foundation which will greatly decrease the time, cost, and complexity of the search for innovative and effective new models of education. (It will provide related benefits for informal learning, as well). From the bottom up, open competencies provide the overall blueprint and foundation, open educational resources provide a pathway to mastering the competencies, open assessments provide the opportunity to demonstrate mastery of the competencies, and open credentials which point to both the competency statements and results of performance assessments certify to third parties that learners have in fact mastered the competency in question.

When open licenses are applied up and down the entire stack – creating truly open credentials, open assessments, open educational resources, and open competencies, resulting in an open education infrastructure – each part of the stack can be altered, adapted, improved, customized, and otherwise made to fit local needs without the need to ask for permission or pay licensing fees. Local actors with local expertise are empowered to build on top of the infrastructure to solve local problems. Freely.

And that’s why I keep talking about infrastructure. We can’t solve other people’s problems for them, but we can make it infinitely easier for them to solve their own problems. Providing an open education infrastructure unleashes the talent and passion of people who want to solve education problems but don’t have time to reinvent the wheel and rediscover fire in the process.

Both Lumen as an organization and I as an individual are strongly committed to developing and deploying this infrastructure and being some of the actors who build on top of it. We’ve just begun work on a major CBE project, and I’m ecstatic to be working with institutional partners who understand the power of open and share our vision and commitment to making the open education infrastructure a reality. Of course we won’t build out the missing pieces of the entire infrastructure during one project, but we are going to move the ball significantly down the field.

Always remember, “openness facilitates the unexpected.” We can’t possibly imagine all the incredible ways people and institutions will use the open education infrastructure to incrementally improve or completely reinvent themselves. And that’s exactly why we need to build it.

Els alumnes són els meus gurús

Arran de pupitre - 15 Julio, 2014 - 15:40
M'arriba un correu d'un bon amic comentant-me la publicació que ha fet el Jordi Martí al seu bloc arran d'una piulada de l'amic Boris Mir. Tinc molts temes pendents sobre la taula (sóc molt mal funcionari jo, en aquestes coses), però aprofitant que tenia pendent una resposta del Jordi, i que el tema que planteja el Boris també em preocupa, aprofito l'avinentesa. Volia comentar un seguit de qüestions.

Amb el Boris ens coneixem des de fa temps. Hem discutit i discrepat profundament sobre alguns temes  educatius que ara no venen al cas, però cal dir que el debat ha estat constructiu i per sobre de tot, molt respectuós. Com no podia ser d'una altra manera. Perquè per la seva trajectòria, i per la bona feina que està fent al capdavant de l'Institut-Escola Les Vinyes (que he comprovat in situ) .... un no pot fer més que treure's el barret i aprendre d'ell. Per descomptat, com et preguntes al teu post, no es refereix als alumnes sinó a la distància que separa el que s'explica del què es fa. Un exemple l'he patit quan a finals d'aquest curs he intentat trobar un centre que ens orienti en la implementació de portafolis de cara als alumnes de 1r d'ESO per al curs que ha de començar. No n'he trobat cap que ho apliqui de manera transversal al llarg de tota l'ESO (tant de bo si algú llegeix aquest post i em rectifica). 
l'Institut-Escola les Vinyes forma part  de la Xarxa d'Instituts Innovadors de l'ICE de la UAB,  impulsada i coordinada pel Josep Masalles. Com vaig dir en unes jornades recents, de professors innovadors n'hi ha un munt (la majoria, certament, treballant humilment a l'ombra), però de centres innovadors ben pocs. Filo més prim: només en coneixo els de la xarxa en qüestió, i ben pocs més. 
Perque la innovació, en solitari, és estèril. No té sentit si aquesta no aporta res a mig i a llarg termini per als alumnes. El veritablement meritori és ser capaç de convertir un centre, amb pocs mitjans, en un centre realment innovador. I sí, considero que el nostre sistema educatiu n'és molt, de mediocre, tot i comptar amb professionals realment bons, excel·lents. Tinc la gran sort d'estar-ne envoltat, ja sigui al meu centre com també amb altres xarxes amb qui em relaciono (companyes i companys de LaceNet WebquestCat, l'ICE de la UAB, Novadors, 1entretants, Espiral, Aulablog ...). 
Però negar l'evidència és faltar a la veritat, com també ho és el fet d'amagar el cap sota l'ala i negar la part (% important) de responsabilitat i que depèn de nosaltres: els professionals. I sí, també hi ha l'Administració, la premsa, els pares ... però fem el favor de centrar-nos en solucionar la part que ens pertoc. És molt fàcil critical el sistema, els pares, la premsa. Podem exigir a les altres parts, però sempre després de posar-nos primer les piles nosaltres. Ens han donat la gran responsabilitat d'acompanyar el creixement del més valuós de la nostra societat:  els nostres joves. És a dir, el futur immediat del país. I no s'està fent be, els docents tampoc. És el que penso.
Anem al gra. Volia centrar la meva reflexió en alguns aspectes relacionats amb la polèmica, per si poden (o no ) aportar una mica de llum al debat.
  • De la qualitat de les ponències. Recentment, en unes jornades educatives a Saragossa, el Fernando García Páez, bon amic, va llençar una pregunta al públic que ens hauria de fer reflexionar: 40 años de formación del profesorado... ¿Para qué?  Ho dèia en el sentit que deprés de tants plans de formació, tants diners invertits, cursos, seminaris, ponències, webinars i altres gaites ... a la majoria d'aules, especialment de secundària, continuem amb el mateix sistema de classes magistrals que quan nosaltres erem alumnes. Digitalitzats, però amb els mateixos tics i les mateixes sinèrgies (hi ha alguna altra professió al món que hagi evolucionat tan poc com la nostra?). La majoria d'experiències innovadores acaben en simples anècdotes. Que si les sabem embolicar bé fins i tot potser ens faran guanyar premis o concursos, però que no incideixen en el creixement dels nostres alumnes. Que, no ho oblidem mai, està per sobre de tot i que és el que dóna veritable sentit a la nostra feina. Deu ser que em faig gran, però m'he tornat molt selectiu i cada vegada em centro més en escoltar experiències de companys, i passo d'elocubracions teòriques (que també sé trobar solet a la web). Però també em passa el mateix amb els gurús, que hi són i que també es poden comptar amb els dits de les mans. M'he tornat molt selectiu, dèia,  i m'escolto també les persones que m'aporten coses. El Jordi Adell, per exemple. I ho és perquè cada vegada que tinc el plaer d'escoltar-lo o de conversar amb ell em sacseja i em fa tocar de peus a terra. M'aporta coses, que em permeten ser millor professional. Em fa reflexionar, em dóna idees, em llença reptes ... que intento portar a l'aula el millor que sé i que puc.
  • El treball ocult. Fa temps que parlo de 'turisme pedagògic', en  referència al munt de jornades, congressos, ponències ...  Consti que no critico que es facin, jo també en practico una mica, de turisme pedagògic (no tant com m'agradaria, confesso). A aquests esdeveniments hi solen assistir persones amb inquietud, i aquest tipus de trobades són sempre edificants a nivell emocional i també professional. Sí és cert que les persones que entren en aquest tipus de circuits acostumen a ser sempre les mateixes. He de dir, però, que tot i no ser suficient, les institucions que les organitzen són conscients d'aquest fet i fan tot el possible per renovar-se. En el cas del grup de secundària de les xarxes LaceNet i Espurna, que són les que coneixo més de prop, he de dir que en aquests darrers tres o quatre anys ha entrat molt gent jove que fins fa poc treballava de manera més silenciosa:  l'Esther Sancho, la Maria José Lasala, el Jose Pelegrina, el Jordi Marín el Toni Tubio, etc. Disculpeu que no els anomeni tots. 
  • Explicar més el què fem.  Ja sigui en ponències, en articles, en blocs ... hi ha poca experiència sincera d'aula. Personalment em cansa llegir refregits, o seguir curses de qui és el primer que descobreix la darrera eina. Expliquem més què és el que fem a l'aula. No només els èxits sinó també els errors. On ens hem equivocat i per què? I quins consells donem perquè la genr no caigui en els mateixos errors. Tots n'hem fet, jo també.  A mi em continuen interessant les experiències d'aula, però darrerament més les que impliquen més d'un professor o fins i tot tot el claustre. I si poden ser explicades pels protagonistes directes i no per tercers, perfecte. I si h expliquen els mateixos alumnes, encara millor.
  • Siguem respectuosos amb els demés, i amb la feina dels demés. Fa temps va sorgir una polèmica al voltant de les webquest que em va sorprendre (i entristir) molt pel to que es va utilitzar, especialment per part dels detractors. Molts dels quals, per cert, dubto que hagin intentat treballar-ne cap amb els seus alumnes. Per cert, jo sí les treballo (poc, potser una l'any) i em funcionen. Vull dir que em plantejo uns objectius i que el treball amb webquest és el que més m'ajuda a aconseguir-los. No vull tornar a obrir la polèmica, però és el mateix poc respecte que s'ha tingut envers persones amb les qui pots discrepar, però no faltar-los al respecte com s'ha faltat. Respecte per sobre de tot. 
  • Una visió massa optimista. Als centres només hi ha il·lusió allà on hi ha professors compromesos i responsables. Seguim amb llibres de text, predominància desproporcionada de classes magistrals ...  Si aquí hi sumem l'apatia que impera als claustres, i a la gent que sempre es queixa (la mateixa que abans,  però ara amb més bales) de que no tenim suport de l'administració ni dels pares, la societat no ens estima, que cobrem poc, blablabla, etc. doncs el panorama no és per tirar coets. Fins que la renovació i l'excel·lència professional no es vinculi més amb el sou, continuarem donant ales al professorat medicore (una minoria, cert, però que dóna molt pel sac amb total impunitat i que eclipsa la molt bona feina que fan els seus companys), que s'arrepenja en la seva plaça definitiva, que exigeix tots els drets però incompleix les seves obligacions mínimes. Em perdonareu, però sóc molt poc optimista i la meva sensació és que en comptes de millorar, involucionem en els aspectes fonamentals. Tots sabem que l'actual sistema permet de manera molt fàcil que una persona que vulgui posar pals a les rodes a qualsevol iniciativa que impliqui una mica més de feina i de responsabilitat, pugui engegar a rodar els projectes. Només que hi hagi una o dues persones d'aquest tipus (tòxiques és la seva millor definició perquè solen intentar projectar la seva energia negativa a la resta de claustre), n'hi ha ben prou perquè un centre no pugui avançar, i per descomptat, esdevenir innovador. Per exemple.  En qualsevol altra feina, moltes d'aquestes persones haguéssin estat acomiadades.
  • Un sistema funcionarial que no ajuda. Un centre que vulgui ser innovador difícilment ho aconseguirà si el seu claustre és immobilista. La feina d'un equip directiu és crear un projecte que il·lusioni, que faci avançar, i que vagi molt més enllà d'un simple gestor d'alumnes, d'horaris, d'espais i d'aplicació 'políticament correcta' de disposicions legals vigents. Insisteixo en el fet que la regulació als llocs de treball a escoles i instituts ha de canviar de manera urgent. Alguns comentaris al meu darrer post sobre el tema (el sistema de la plaça definitiva) alçaven el seu crit al cel davant el meu recolzament a que els equips directius puguéssin escollir part de la seva plantilla. Se'm dèia que podria haver-hi irregularitats, com si fins ara no n'hi haguéssin hagut. Si hi hagués un control dels Plans d'Actuació per part d'inspecció (que també ha de canviar, de més burocràtica a més pedagògica), hi hauria d'haver la màxima exigència a l'hora de complir els objectius del Pla Anual. Per cert, algú coneix algun director general de cap empresa normal que no vulgui el millor comptable, el director de màrqueting o comercial per aconseguir millor els seus objectius? Crec que l'exemple és prou clar. Negar que als centres educatius -insisteixo, pocs, però hi són- hi ha persones que bé perquè no ha encertat la seva professió, que no connecten amb els alumnes (qualitat no imprescindible, com hauria de ser, per exercir aquesta professió) o perquè simplement no els dóna la gana, entenen la llibertat de càtedra sempre segons els seus interessos, es neguen a treballar en equip, no fan bé la seva feina i no donen la talla (els professors que ningú voldríem per als nostres fills, resumint), no haurien de poder entrar a una aula.  L'Institut-Escola les Vinyes i tots els centres innovadors saben que a banda de les ginkanes administratives i pressupostàries (que també), el principal escull és el del personal. I si no pregunteu-ho a ells directament. Cal diferenciar el que és la lluita contra la precarització (la dels interins i substituts, especialment) i les qüestions fonamentals amb els drets adquirits. Com per exemple el de les vacances. Som molts els que treballem el mes de juliol, però com tots sabem hi ha molts companys que l'1 de juliol (fins i tot abans) desaparèixen i no tornen fins l'1 de setembre. Resumint, que els sistemes de promoció es revisin i que es primi l'excel·lència per sobre de l'antiguitat. El respecte no ens caurà del cel, i ens l'hem de guanyar. El tenen, el meu, la majoria de companys de professió. Però el nostre sistema de la plaça definitiva, com vaig dir, i més que el poc recolzament que tenim, és un dels esculls que ara mateix ens permet avançar.

Desconec qui són els 'gurupolles' dels que parla el Jordi en el seu post. Sóc molt selectiu, cada vegada més, amb el que escolto i amb el què llegeixo. Per qüestions òbvies de temps. Per a mi els veritables gurús són els meus alumnes. Ells són els qui cada dia em motiven, desafien els límits de la meva professionalitat empenyent-me a plantejar-me reptes cada vegada més elevats. I la millor manera d'afrontar-los és en equip, no ho imagino de cap altra manera. Amb els meus companys de claustre, amb la gent de les xarxes que he esmentat anteriorment. També amb generositat, compartint el nostre coneixement (els èxits però també les errades) amb la gent del voltant. Per créixer junts. Com ho fa el Boris, com ho fa la Xarxa d'Instituts Innovadors, i com ho faig jo amb petits gestos com quan passes l'esborrany del Pla TAC del teu centre en estat d'elaboració a un compant d'un altre centre. Treball en xarxa generós, en definitiva. I sobretot, com comentava, respectuós.
Us deixo amb els meus grans gurús (els meus alumnes i el Jordi Adell), a les Jornades FIET del passat mes de juny. Que van ser convidats, precisament, perquè expliquéssin què és el que feien a l'aula. Res de fum.

FIET'2014_oficial on PhotoPeach
Categorías: General

The Next Developer Meeting is Scheduled for 11am EST July 22nd

Moodle News - 15 Julio, 2014 - 15:30
The next Moodle HQ Developer Meeting is scheduled for July 22nd and will stream online via the Moodle HQ Youtube Channel. This month Justin Hunt will discuss developing plugins for Atto text editor...

Moodle 2.7.1, 2.6.4, 2.5.7 and 2.4.11 Released

Moodle News - 15 Julio, 2014 - 14:15
Yesterday minor releases of each major Moodle branch were released, including the 2.7.1. Following the major/minor release cycle and policy from, this is the last release of the 2.4 branch...

A good day for English education?

Pontydysgu - Bridge to Learning - 15 Julio, 2014 - 11:50

The departure of Michael Gove as English education minister will be greeted with celebration and relief by most teachers and educationalists in the UK. But although his pronouncements and policies appeared as arrogant, narrow minded, reactionary and sometimes just bizarre, there was a direction and theme which underpinned such policies: privatisation. Gove and his policy advisers, not to mention friends and lobbyists, wanted to privatise schools in the UK. In a time when profits are hard to come by, public services represent a huge untapped market for capital. And the removal of Gove alone does not mean that the dream of giving education to the private sector has gone away.

Nicky Morgan will probably be less abrasive in pursuing such a dream. But she also comes from the right wing of the conservative party. As the Guardian reports:

Morgan, a trustee of the Conservative Christian Fellowship, voted against same-sex marriage partly because she could not reconcile it with her faith. This is likely to be the reason that Cameron split the women and equalities brief, handing the latter to Sajid Javid, the culture secretary, and leading to accusations that she was the “minister for straight women”.

She was privately educated at a girls’ day school before reading law at Oxford University and going on to become a corporate lawyer.

Mind the gap

Learning with 'e's - 15 Julio, 2014 - 11:31
I was invited to do a Google Hangout video interview ahead of the Reform Symposium online event last week. I was interviewed by Shelly Terrell about my work, my teaching philosophy, and yes... the new book I'm currently writing.

Minding the gap was one of my key messages in the interview. The sign stencilled onto the platforms in London's underground stations warns of the gap between the edge and the train. My view is that there is also a gap - a perceptual gulf - between what teachers intend and what students expect. It's a form of transactional distance. It takes a number of forms, including language use, acceptable behaviour, approaches to learning, power structures and the inevitable age differential, but the most visible gap is around the perception of how technology can be used in the classroom. Many teachers and students simply don't agree.

I expressed my view in the interview that teachers firstly need to know and acknowledge that this gap exists. Secondly, they need to be aware of the dangers of the gap. And thirdly, they need to be willing to step across the gap, and cross over into a territory to reach out to learners. This is the terrain where students are allowed to use their own devices, and where technology becomes mundane, embedded and virtually invisible in education. Teachers can no longer afford to see technology as 'special' - students certainly don't. Once the spotlight is off the technology, and on to pedagogy, we will realise that learning can be supported in any number of ways. This is not capitulation, it's common sense. So teachers, please mind the gap between your own intentions and your students' expectations, and be prepared to cross over.

Here's the link to the video.

Photo by Juergen Rosskamp on Wikimedia Commons

Mind the gap 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