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jueves, 18 de abril de 2013

George Siemens - Conectivismo (Lima, 2012)

George Siemens y su teoría del conectivismo en el marco del Encuentro Internacional de Educación 2012 - 2013 de la Fundación Telefónica durante el evento presencial realizado en la ciudad de Lima, Perú.

martes, 5 de marzo de 2013

Internet y educación: "Aprendiendo y enseñando en los espacios virtuales"

Autor: Jorge Rey Valzacchi

Internet y educación: "Aprendiendo y enseñando en los espacios virtuales" es una contribución para todos aquellos interesados en incursionar en el análisis de las ventajas y limitaciones que existen en la relación entre Internet y Educación.

La obra se estructura en tres secciones: Servicios y Herramientas en Internet, Cómo implementar una Página en laWeb e Internet como Recurso Educativo. Através de un abordaje sencillo y abarcativo el autor presenta un panorama global sobre esos temas desde sus aspectos teóricos y referencias hasta los funcionales. A lo largo del texto se presenta como una constante transversal lo referido a las posibles aplicaciones pedagógicas para los docentes de los diferentes niveles educativos.

En síntesis, el autor busca generar un conocimiento básico y reflexivo sobre las ventajas y desventajas, aportes y herramientas que el uso de Internet y las nuevas tecnologías tiene dentro de las instituciones escolares. Definitivamente el valor de estas nuevas y poderosas herramientas dependerá del proyecto pedagógico al que se incorporan.

Es la calidad de este proyecto lo que define el potencial que pueden tener para la transmisión de información y para la generación de nuevas habilidades en estos entornos virtuales Con esta nueva contribución de la serie digital de INTERAMER se aspira realizar un aporte para todos aquellos interesados en este tema para iniciar su camino y sistematizar sus experiencias sobre el empleo de Internet en educación.

INTERAMER DIGITAL Nº 73. Agencia Internamericana para la Cooperación y el Desarrollo AICD/OEA, 2003

Internet Educacion Valzacchi by Eugenia Gonzalez Cruz

lunes, 4 de febrero de 2013

TransVoz aplicación para la inclusión de personas con "Capacidades Auditivas Diferentes"

Aquí podrás ver cómo funciona la plataforma TransVoz aplicación para la inclusión de personas con "Capacidades Auditivas Diferentes" desarrollada por Red-Apis!

sábado, 21 de enero de 2012

3 Social Learning Trends to Watch in 2012

By Sharlyn Lauby, January, 2012. Open Forum.

Investments in training appear to be on the rise. Many experts expect that training will be a major focus for organizations in the upcoming year. It makes sense. As our economy continues to move in a positive direction, consumers will demand better service.

This translates to a need for customer-service training, as well as management and leadership training. These are all poised for increases in 2012.

The amount spent on training jumped about 13 percent from 2010, according to the 2011 Training Industry Report. The expenditures included increases in overall training budgets and payroll, and spending on outside products and services.

Along with the increased attention on training, a conversation about value and retention is happening. Ways to engage participants and enhance the value of training are part of that discussion, as new tools and methods emerge.

Here are three areas that combine social development with learning. Consider integrating them in your business during this year.

1. Social learning

Tony Bingham, president and CEO of the American Society for Training and Development (ASTD), is helping, is helping define social learning.

“Social learning is learning with and from others, often—but not always—with social media tools," Bingham says. "Social learning is a powerful approach to sharing and discovering a whole array of options. [It leads] to more informed decision-making and a more intimate, expansive and dynamic understanding of the culture and context in which we work.”

There are many benefits to incorporating social learning into an organization.

“Incorporating social learning creates networks of knowledgeable people to work across time and space to make informed decisions and solve complex problems," Bingham says. "Learning happens more quickly and broadly. Innovation happens faster. And tacit knowledge can be retained and reused.”

Companies are paying attention to the benefits. ASTD’s research report, "Transforming Learning with Web 2.0 Technologies," indicates that 87 percent of respondents predict that their companies are more likely to use Web 2.0 technologies in the next three years than they currently do. Bingham offers several examples of how companies are applying social learning in his book, The New Social Learning.

2. Social networking techniques

Defining social learning is still a work in progress. Many trainers use social networking platforms to create activities and exercises for their programs. Jane Bozarth, e-learning coordinator for the State of North Carolina and author of Social Media for Trainers, explains how using social networks can enhance training.

“Social media tools help to amplify the social and informal learning already going on in organizations all the time, every day, and make the learning available on a much larger scale," says Bozarth. "They provide ways to connect talent pools and expertise in an organization or within a practice area, and can offer just-in-time solutions to problems and performance issues.”

The reaction from participants is very positive.

“Participants are happy to engage with one another using social media tools for training purposes," says Bozarth. "They find it convenient, useful for learning at the moment of need, and [it helps them] develop a greater sense of control over their learning.”

Trainers shouldn’t fear adding a social component to their programs. Bozarth says it’s pretty easy to do.

“Social media tools are just tools. [They] can be effectively employed to support the gamut of training activities, from introductions to role plays to discussions of video clips, and anything in between,” she says.

Bozarth hopes "learning and development practitioners [will move] toward partnering with learners and away from feeling their role is to direct them.”

3. Gamification

A frequent training request is make subjects fun. What better way to learn a new topic than by playing a game?

“Studies indicate that games, when designed properly, motivate learners, improve learner retention and encourage students who aren’t typically ‘academic’ to partake in the learning process," says Karl M. Kapp, professor of instructional technology at Bloomsburg University and author of The Gamification of Training: Game-based Methods and Strategies for Learning and Instruction. "There is no reason learning has to always be hard or difficult.”

It’s important to note that not all games are created equal when it comes to learning.

“Some people see gamification simply as the process of adding points, badges or rewards to the learning process and instantly creating engagement, interactivity and motivation for learning, says Kapp. "This view is wrong.”

Look at the real reasons why games are popular, says Kapp, and apply those elements to the process. “When done correctly, gamification provides an experience that is inherently engaging and, most importantly, promotes learning. The elements of games that make for effective gamification are … storytelling (which provides a context), challenge, immediate feedback, sense of curiosity, problem-solving, a sense of accomplishment, autonomy and mastery.”

Adding social networks and games to training programs has the potential to shake up the learning experience. It can create constant learning opportunities, real-time knowledge-sharing and improved participant engagement.

jueves, 10 de noviembre de 2011

Multiplatform E-Learning Systems and Technologies

Multiplatform E-Learning Systems and Technologies.

Mobile Devices for Ubiquitous ICT-Based Education

Multiplatform e-learning systems are emerging technologies that provide integrated learning content to various accessing devices.

Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Educationaddresses technical challenges, design frameworks, and development experiences of the future that integrate multiple mobile devices into a single multiplatform e-learning system. With expert international contributions, this collection benefits researchers, academicians, and practitioners interested in this growing field.

Open publication - Free publishing - More e-leraning

martes, 8 de noviembre de 2011

The Benefit and Danger of Education Technology

by Rafael Scapin on NOVEMBER 4, 2011 in DAWSONITE, EDTECH

This is the second in a series on the digital divide that exists in the world of education. Each article is by an Edudemic guest author. Want to weigh in? Click here to get your article published. Read Jill Rooney’s article “Education, Race and the Internet: Digital Divide or Racial Ravine?“

The rapid changes in technology over the last 75 years have created enormous opportunities for education. While some technologies such as the computer were adopted early on, a reluctance to embrace change coupled with a lack of funding has resulted in a continuing dependence on chalkboards and other anachronistic technologies. The extent to which schools adopt new technologies, not surprisingly, often depends on how well they’re funded. It isn’t uncommon for schools that are separated by very little physical distance to be at opposite ends of the technology gap.

Many folks familiar with this scenario understand the inherent lack of fairness in the disparate funding of schools. What many people don’t understand however is that it also threatens the uniquely American ideals of democracy and equality. One of the bedrocks of our democracy is the idea that we’re governed by the electoral choices of a well-informed citizenry. Having equal access to a decent education is the assumption that underlies this premise. But the ways in which rapid advances in technology are adopted have both positive and negative implications for schools and for broader society in general.

Preparing For The Workforce

One of the most positive results of schools embracing new technologies is found when low-income students gain skills they otherwise wouldn’t. The ability to type, use email and execute basic computer functions like Word and Excel are imperative in today’s workforce. When students who have no access to computers at home learn these skills specifically because of technology in the classroom, they have a far greater chance of moving from have-nots to haves in the future. Having technological competence gives them a better chance of success in the workforce and gives them a greater ability and confidence to pursue online education university options.

No Student Left Behind

When classrooms adopt iPads or other tablets in lower grades amongst younger students, the possibility that those students will be left behind in terms of the greater society decreases dramatically. Studies have consistently shown that new technology introduction to younger children provides better results than when introduced at a later age. Even if low-income students have no access to computers at home, the integration of new technology into all aspects of school life ensures that they have greater opportunities going forward.

Handwriting Requirements

There are some arguably negative implications to the adoption of new technologies as well. Some of the most evident for the short term involve dropping long-standing handwriting requirements. Penmanship was dropped from most English classes over the last twenty years and cursive writing requirements are quickly being cut from many programs as well. Depending on one’s perspective, not learning cursive in elementary school may not be the end of the world academically speaking. But advocates of teaching cursive argue that losing cursive is just one more case of technology eroding academic rigor.

Quality of Writing

There is another, lesser known, but reasonable argument against adopting computers across all academic disciplines. Pen and paper often tend to be more conducive to good writing than computer keyboarding. Longhand writing is more likely to result in well-reasoned, nuanced and intricate prose. This may arise from the fact that typing lends itself more easily to abrupt and punchy prose. The staccato quality of typing can work its way into writing. Stylistic arguments aside; a potentially far more worrisome implication for the long term is the increasing technology gap among schools.

Social Class

When the only technology requirements for completing aprimary education involved paper, pencils, a slide rule and eventually calculators, the impact technology had in widening the divide between haves and have-nots was minimal. But the technology gap which exists in schools today also functions as a solidifier of social class. If low-income students are unlucky enough to attend schools which can’t fund technology purchases, the chance that they’ll find a way out of a low income life becomes less likely. It’s understandable that if a school can’t afford air conditioning, they’re probably not going to view iPads as a logical expenditure.

The Danger of Making Technology So Critical

The ability to use technologies such as laptops and tablet computers allows students to acquire the same sets of core competencies they’ll need in the workforce. Not acquiring these skill sets is more than an inconvenience. The ability to access information and basic computer literacy can function as a potential stepping-stone out of poverty for many students. If a student graduates high school without at least a rudimentary and working knowledge of new technologies, their future starts looking a lot less bright.

And since many school districts which can’t afford to incorporate technology into the classroom are largely found in less affluent areas, the likelihood of upward social mobility decreases significantly and social classes begin to look a lot more like social castes. The technology gap runs the risk of further cementing social class. This country has always celebrated the ability of Americans to pull themselves up by their own bootstraps. We love it when the underdog makes good. It’s part of our national identity to root for the little guy. But when the little guy is deprived of what are rapidly becoming basic tools of future economic survival, the ability for any effective bootstrap pulling begins to disappear.

Technology’s Impact on the Future

Twenty years ago, someone without computer skills could still expect to find a decent job which, though not providing a huge income, could still support a family. But now, jobs that used to be considered basic blue collar jobs require technological know-how. A car mechanic used to need mechanical aptitude and a good set of wrenches and they were in business. Working in customer service used to require basic telephone skills. But increasingly, even menial entry level jobs require much more computer literacy than what some disadvantaged students are getting in schools. If we want to ensure that more Americans continue to get a legitimate shot at the American Dream, we need to start a national dialogue focused on identifying workable solutions for narrowing the technology gap.

Jesse L. is a recent college graduate looking to make his mark on the world. Currently he is a blogger and a contributor at the Professional Intern. You can follow the Professional Intern on Twitter @TheProIntern. Be sure to check out his most recent article “How Steve Jobs Impacted Education.”

Encuesta On Line sobre mujeres en la tecnología en Latino América

Encuesta On Line sobre mujeres en la tecnología en

Latino América

http://www.rivadaviamendoza.gov.ar

Tecnología y Mujeres

La Municipalidad de Rivadavia se suma a esta iniciativa de investigación. La PRIMERA ENCUESTA ON LINE SOBRE MUJERES EN TECNOLOGÍA EN LATINOAMÉRICA Y EL CARIBE (ViWO 2011), estará disponible durante todo el mes de octubre. La idea es que mujeres de América latina y el Caribe puedan contestar sobre su participación activa tanto en el uso que las mujeres hacen de ella como en su desarrollo.

Encuesta
En no más de 10 minutos se podrán contestar las preguntas que estarán disponibles en www.mujeresentecnologia.com/viwo. Pero no sólo están invitadas las mujeres a participar, sino que también los hombres podrán dar su visión de cómo ellas utilizan la tecnología.

Según cuenta Silvana Massaro, Directora de Asuntos Corporativos de AMTI “habrá dos opciones de participación. La primera es para aquellas mujeres que estén estrechamente relacionadas con las ciencias y tecnologías, quienes deben ingresar a la página y hacer click al banner que le desplegará una opción donde deberá inscribir su nombre y un mail válido. Una vez inscrita, el sistema le enviará al correo un link para que conteste las preguntas por secciones”.

La otra alternativa es para quienes no están estrechamente vinculadas a las tecnologías, pero quieren participar aportando ideas y comentarios. Esto podrá ser posible haciendo click en el banner que estará disponible para tal fin.

Como la encuesta se realiza en Latinoamérica y El Caribe, se espera que la participación supere los 10.000 participantes.

Mujeres y Tecnología

“El campo de las tecnologías no se limita solamente a las redes sociales e internet, sino que tiene un rango de acción amplísimo y se encuentra prácticamente en todos los ámbitos del quehacer diario. Tenemos tecnologías no menos importantes como la de los alimentos, tecnologías para el hogar, para la industria, la médica, la electrónica, la biotecnología, nanotecnología, agrícola, tecnología para los transportes, y muchas más”, asegura Zoraida Franco, Presidenta y CEO de AMTI.

La encuesta, organizada por la Asociación de Mujeres en Tecnología (AMTI) y la Universidad del Desarrollo de Chile a través del Centro de Estudios Empresariales de la Mujer (CEEM), buscará visibilizar y potenciar a las mujeres en el mundo de las tecnologías.

“Será una herramienta útil para identificar y darnos una idea de la cantidad de mujeres que están activas en la ciencia y tecnología y permitirá a las organizaciones interesadas trabajar por la igualdad de oportunidades, educar a las mujeres para buscar la reducción de la brecha digital e inspirar a las nuevas generaciones a incorporarse dinámicamente”, afirma Olga Pizarro, directora del CEEM.

De ahí que apoyen esta iniciativa, para su difusión, instituciones como ONU Mujer y CEPAL

Cyborgs in Latin America

Cyborgs in Latin America explores the ways cultural expression in Latin America has grappled with the changing relationships between technology and human identity. The book takes a literary and cultural studies approach in examining narrative, film and advertising campaigns from Argentina, Bolivia, Chile, Mexico and Uruguay by such artists as Ricardo Piglia, Edmundo Paz Soldán, Carmen Boullosa and Alberto Fuguet among others. Using and criticizing theoretical models developed by Katherine Hayles, Donna Haraway, Gilles Deleuze and Michel Foucault, the book will appeal to specialists and students of Latin American Studies; Posthuman Theory; and Literature, Science and Technology Studies.
J. A. Brown.

Open publication - Free publishing - More cyborgs

martes, 1 de noviembre de 2011

Connectivism: new paradigm or fascinating pot-pourri?

Connectivism: new paradigm or fascinating pot-pourri?
Antonio Calvani.
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Abstract: In the final module of four over two years, academics on the PGCAP at the University of Bedfordshire were required to create a four-stage wiki to evidence their knowledge about evaluating strategies which promote effective learning, relating the effectiveness of their teaching to theories of learning, while critically reviewing factors leading to effective use of student-centred methods of teaching. We wanted the students to understand the experience of working collaboratively to create a wiki and to create a rich resource for their own and future students’ use. The wiki, eventually comprising 419 pages, was worth 50% of the final assessment for this module. This session will show the wiki that resulted from the 2006-7 class and illustrate the problems that ensued in the first year. It will also show the wiki that will have been completed in the second year by June 2008 and identify those aspects of good practice in this exercise that have been identified as a result.

Journal of e-Learning and Knowledge Society | ISSN (online) 1971 - 8829 | ISSN (paper) 1826 - 6223 © 2009 Je-LKS - Italian e-Learning Association (SIe-L). Hosted by Laboratory of Maieutics, University of Trento. Connectivism: new paradigm or fascinating pot-pourri? Calvani.