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Ressourcen > learning

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Mobile authoring of open educational resources as reusable learning objects | IRR ODL

E-learning technologies have allowed authoring and playback of standardized reusable learning objects (RLO) for several years. Effective mobile learning requires similar functionality at both design time and runtime. 

Este recurso fué publicado originalmente en la comunidad La otra escuela: innovación educativa.

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Geteilt am 17.6.2013 von Kilian CD

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As the world becomes more digitized, there will be an increasing need to make available learning resources in electronic format for access by information and communication technologies. The question education will face is whether these learning resources will be available for learners to access at no cost or affordable cost so that there will be equity in access by anyone regardless of location, status, or background.

Este recurso fué publicado originalmente en la comunidad La otra escuela: innovación educativa.

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Geteilt am 17.6.2013 von Kilian CD

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4 inspiring kids imagine the future of learning | TEDTalks

 

After more than 13 years of research convinced him that children have the ability to learn almost anything on their own, 2013 TED Prize winner Sugata Mitra aspires to shape the future of learning by building a School in the Cloud, helping kids “tap into their innate sense of wonder.” In the spirit of Mitra’s invitation to the world to “ask kids big questions, and find big answers,” we asked four brilliant young people to tell us: What do you think is the future of learning?

Este recurso fué publicado originalmente en la comunidad La otra escuela: innovación educativa.

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Geteilt am 12.3.2013 von Kilian CD

Richard Gerver, "Identifying Each Child's Potential'" - Video from #PSP2012

 

Several hundred educators and parents, representing 125 schools and districts, gathered at a free conference at Curtis School's Center for the Future of Elementary Education (CFEE) on Saturday, November 10th, to examine their commitments to the lives and the learning of school-aged children at school and at home.

Nine leading voices in education and psychology -- Carol Dweck, Richard Gerver, Nikhil Goyal, Ken Kay, Alfie Kohn, Steven Jones, Wendy Mogel, Ken Robinson, and Yong Zhao -- invited teachers and parents from public and private schools to examine the practices now known to support effective teaching and healthy parenting, to reflect on how they might transform their practices at school and at home, and to establish a set of principles that might guide such transformation in a system that is changing at a much slower pace than our ideas.

Este recurso fué publicado originalmente en la comunidad La otra escuela: innovación educativa.

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Geteilt am 28.12.2012 von Kilian CD

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Universities found themselves in a state of flux in 2012, facing new disruptions from online learning platforms, thanks to Coursera and edX, as well as a looming problem in student debt and increasing costs incurred from expansion.
 

Este recurso fué publicado originalmente en la comunidad La otra escuela: innovación educativa.

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Geteilt am 19.12.2012 von Kilian CD

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How to Turn Your Classroom into an Idea Factory | KQED

Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.

Este recurso fué publicado originalmente en la comunidad La otra escuela: innovación educativa.

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Geteilt am 2.12.2012 von Kilian CD

Interesante informe publicado por Mathieu d’Aquin, experto en Web Semántica del Knowledge Media Institute (The Open University, UK) en junio de 2012 en el que analiza la utilización de los datos abiertos enlazados (Linked Data) en educación:

"In this report, we introduce a recent development in the area of Web technologies which has the potential to revolutionise the area of ODL: The Semantic Web. While the Semantic Web has been, until now mostly considered from a research perspective, we focus here on the concrete benefit that can today be obtained from applying the set of principles and technologies that have emerged from the most pragmatic part of the Semantic Web field: Linked Data.

In this report we describe how this idea is being realised and how it can be adopted by organisations willing to contribute, interlink to and take advantage of the Web of Linked Data for ODL. We describe the tools, technologies and processes to publish and use Linked Data in a concrete way, focusing in particular on learning and teaching applications. Understanding both the costs and benefits of adopting Linked Data and Semantic Web technologies is, of course, a critical part of the process. Alongside the description and explanation of the technological notions related to this area we show how such notions can be applied to solve some of the specific problems faced in ODL and present a number of case studies in which such benefits have been concretely achieved"

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Geteilt am 2.10.2012 von David Rey Jordan

Documento de Talis Aspire en el que se explica la configuración de un grafo educativo en las universidades británicas a partir de los principios de los datos enlazados (Linked Data):

"This paper introduces the notion of the education graph, a conceptual representation of the resources and interconnections at the heart of the learning process. We present our latest work on the Talis Aspire family of products that, through the use of Linked Data principles and technologies, enables the assembly and application of a rich education graph based on learning resources used in tens of UK universities. Techniques for entity extraction and reconciliation across data sources are presented, in addition to descriptions of recommendation generation from portions of this education graph".

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Geteilt am 1.9.2012 von Equipo GNOSS

Cómo cargarse una actividad de aprendizaje colaborativo

En un artículo firmado por Dejana Mullins, Nikol Rummel y Hans Spada y titulado Are two heads always better than one? Differential effects of collaboration on students’ computer-supported learning in mathematics (publicado en el International Journal of Computer Supported Learning, 6(3), págs. 421-443, DOI: 10.1007/s11412-011-9122-z) se plantea la razón por la que algunos estudios encuentran efectos positivos en el aprendizaje colaborativo en matemáticas, mientras otros no los encuentran o los efectos son negativos.

Su hipótesis es que los resultados diversos de la colaboración puede explicarse en función del tipo de conocimiento que implica la tarea (y, supongo yo, del tipo de procesos cognitivos que demanda). Si se trata de razonar con conceptos matemáticos, la colaboración, dicen, puede mejorar los resultados de aprendizaje de los estudiantes, dado que promueve la “elaboración mutua”. Si, por el contrario, el material de aprendizaje propone prácticas de procedimientos, la colaboración puede terminar en una distribución de tareas y reducir las oportunidades de práctica necesarias para desarrollar destrezas procedimentales fluídas. (Jordi Adell)

Y aquí, me comentario:

Creo que hay que trabajar mucho con los docentes en cuanto al concepto de “trabajo colaborativo”, es un término que podemos decir que se encuentra “de moda” de la mano de las tecnologías (aunque tiene sus fundamentos mucho más allá de las TIC ) y, en el afán de ponerlo en práctica, confundimos, como bien dice Jordi, colaboración con trabajo en equipo donde se dividen las tareas según la cantidad de integrantes.

Creo que habría que formar primero a los docentes en cuanto a las bases y posibilidades didácticas de esta metodología… (Paola Dellepiane)

 

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Veröffentlicht am 21.2.2012 von Paola Andrea Dellepiane