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Baliabideak > aprendizaje+informal

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15 emaitzak

Vídeos de las ponencias

Miércoles 8 de septiembre, sesión de tarde
SESIÓN 6: OPEN UIMP

Andrés Pedreño Muñoz - Innovación abierta y universidad
Elvira San millán - OPEN UIMP
Pablo de castro - UIMP 2.0
Clausura

Miércoles 8 de septiembre, sesión de mañana
SESIÓN 5: CIENCIA 2.0

Brian Kelly - Keynote - Conferencia introductoria
Pedro García Pilán - El Open Course Ware de la Universidad de Valencia
Álvaro Cabezas Clavijo - ¿Usan los investigadores los recursos de la ciencia 2.0?
Miguel Ángel Pesquera González - Crisis 2.0: la emergencia de nuevos tags para la ciencia

Martes 7 de septiembre, sesión de tarde
SESIÓN 4: E-LEARNING 2.0

Juan José Calderón Amador - Redes sociales, docencia y tuentización, facebookización o twitterización de la relación social en los centros docentes universitarios
Mesa de debate y exposición de casos prácticos: E-learning 2.0
Verónica Marín
Ricardo A. Maturana
José Carlos López Ardao
Andrés Pedreño Muñoz

Martes 7 de septiembre, sesión de mañana
SESIÓN 3: EDUCACIÓN 2.0

Steve Hargadon - Keynote - Conferencia introductoria
Pedro Cuesta Morales - Coordinación en la docencia de grado utilizando la herramienta Web Social
Cristobal Suárez - Aprendizaje Cooperativo 2.0
Carina Soledad González González - Hacia un modelo de enseñanza universitario basado en tecnologías 2.0: el caso de la ULL

Lunes 6 de septiembre, sesión de tarde
SESIÓN 2: COMUNICACIÓN Y MARKETING 2.0

Mesa de debate y exposición de casos prácticos: Comunicación y Marketing 2.0
Daniel Martí Pellón
Juan Luis Manfredi Sánchez
Olga Gil García
Elvira San Millán Fernández
José Carlos del Arco Prieto

Lunes 6 de septiembre, sesión de mañana
SESIÓN 1: ESTRATEGIAS DE ADOPCIÓN DEL MODELO UNIVERSIDAD 2.0

Inauguración
Alejandro Piscitelli - Conferencia introductoria
Miquel Durán Portas - University 2.0: driving the change towards the University challenges through 2020
Ana María Llopis Rivas - La Universidad y el encuentro Guadalajara 2010, una experiencia abierta 2.0
Javier Llinares Salas - Comunidades Interactivas Autoritas CoPs Model

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2010.9.16 noiz Equipo GNOSS

Ricardo Alonso Maturana, el CEO de GNOSS escribe un interesante artículo para TuRemanso.com.ar en el que plantea algunas conclusiones acerca del entorno 2.0 y el aprendizaje en la Universidad.

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30.8.2010 noiz Equipo GNOSS

´Learning in Informal Online Networks and Communities'  es un informe del Institute for Prospective Technological Studies (IPTS) sobre aprendizaje informal en comunidades y redes on line publicado en febrero de 2010.

 
Abstract:

In 2008, as part of its policy support for DG Education and Culture, IPTS launched a study to explore the innovative social and pedagogical approaches to learning that are emerging in new ICT-enabled collaborative settings. This is the final report on the project. Lifelong learning plays a crucial role in society today as jobs, and the skills they require, are changing. Recent technological and social developments in online settings have the potential to support lifelong learning in new ways. Online collaborative spaces can support both intentional and non-intentional learning in new ways through various forms of participation. These online platforms, networks and communities support learning all the key competences for lifelong learning, including new transversal skills and personal growth in a social context. However, ensuring digital fluency and self-regulated learning skills for all becomes a crucial challenge and enabler for lifelong learning. Furthermore, individuals need to be prepared for and interested in learning. Communities can encourage their members to participate and learn with a sociable, openly-managed and developing culture. The report argues that online networks and communities can contribute to all the major European Education and Training policy objectives, i.e. modernising educational institutions to support the lifelong learning continuum with new opportunities for equity, quality and efficiency, and learning key competences and transversal skills. However, a new learner-centred approach for lifelong learning by learners, education providers and employers is needed. All education stakeholders should engage in developing lifelong learning opportunities through collaboration and new partnerships.

Author: Kirsti Ala-Mutka

Publication date: 2/2010

Fuente: Institute for Prospective Technological Studies (IPTS)

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Este informe de 34 páginas aborda en que medida las herramientas 2.0 pueden aplicarse al ámbito universitario, cuales son los miedos y resistencias al cambio, como se relaciona la educación con la aparición de redes sociales, que se puede esperar en el futuro.

El informe ha sido elaborado por el The Teaching and Learning Research Programme (TLRP)

The Teaching and Learning Research Programme (TLRP)  is the United Kingdom's Economic and Social Research Council's largest investment in education research. It was initiated in 2000 and is expected to end in 2011. The programme incorporates 700 researchers in 70 projects, which cover all education sectors - from Early Years to Higher Education and Workplace Learning. The TLRP researchers work closely in partnership with practitioners to ensure the application of findings to policy and practice.

During the project an interest emerged in Technology-Enhanced Learning (TEL). It began with a call for proposals in 2006, additional funding having been made available by the Engineering and Physical Sciences Research Council. The TEL research strand is now the main focus of the TLRP.

The TLRP-TEL programme is based at London Knowledge Lab. The generic Teaching and Learning Research programme was based at the Institute of Education, University of London.

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Kategoriak:

Informe del proyecto SemTech desarrollado por el JICS.

This report presents and discusses the findings of the SemTech (Semantic Technologies for Learning
and Teaching) project that was funded by JISC and commenced its activities in September 2008.
SemTech addressed the following questions:
• What are semantic technologies?
• Which tools that make use of semantic technologies are, or could be, relevant to education?
• What is the actual use of semantic tools and services in UK HE and FE?
• What is the value of such tools in the context of learning, teaching and support?
• How do we envisage the adoption of semantic tools in higher education in the future?

Semantic technologies appear to hold the promise of significantly enhancing formal and informal learning but issues such as building ontology consensus, the logistics of annotating large volumes of learning content and the underpinning pedagogy have been frequently questioned. However, recent developments in Web 2.0 tools and services for teaching and learning show that these concerns may be successfully addressed and benefit HE/FE, informal learning and exploratory learning. This project sought to identify and quantify these benefits and outline a roadmap for semantic technologies adoption in these contexts.

Author:Thanassis Tiropanis, Hugh Davis, David Millard, Mark Weal, Su White y Gary Wills.

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