connectivism
Potencial del quad-blogging para transformar el aprendizaje entre pares en un MOOC
Presentamos el concepto de quad-blogging y su potencial para fomentar el aprendizaje entre pares en la educación superior, en concreto en un curso abierto masivo en línea que fomenta la implicación de los participantes, promueve la práctica del blogueo y el desarrollo de redes de aprendizaje profesional mediante los medios sociales.
Descubrir el potencial del aprendizaje entre pares: Dominar un MOOC gracias a los medios sociales
Informamos sobre el aprendizaje entre pares en línea y describimos el papel que desempeñan los grupos gestionados de manera conjunta por los propios estudiantes en las experiencias de aprendizaje a partir de los MOOC que han tenido éxito.
Llegamos a la conclusión de que, para aumentar el potencial de los estudiantes en la cultura digital, es útil dejar de lado las nociones y herramientas tradicionales de apoyo al aprendizaje en línea y, en cambio, utilizar los medios sociales en red.
Impacto y alcance de los MOOC: Perspectiva de los países en desarrollo
Los cursos abiertos masivos en línea son un fenómeno reciente pero extremadamente popular en el ámbito del aprendizaje en línea. Muchas personas los consideran la solución para la falta de acceso a la educación en los países en vías de desarrollo ya que ofrecen oportunidades de aprendizaje a una gran cantidad de estudiantes de cualquier parte del mundo, a condición de que estos últimos tengan acceso a los cursos a través de Internet.
Sin embargo, un análisis más detallado de la posibilidad real de la habilidad de los aprendices de usar los MOOC en la mayoría de dichos países parece desmentir esta idea. El presente artículo analiza las características de los MOOC desde la perspectiva de los países en desarrollo y concluye que, debido a un conjunto complejo de condiciones que prevalecen todavía en dichos países (“acceso”, idioma, conocimientos informáticos, etc.), los MOOC probablemente no constituyen una solución viable para la educación de la gran mayoría en estas partes del mundo. Este artículo muestra la necesidad de obtener más datos demográficos sobre los participantes en los MOOC en países en vías de desarrollo para poder llegar a un entendimiento mayor del papel de los MOOC en la educación de la gente en dichos países.
"OER" Resources for learning - Experiences from an OER Project in Sweden
This article was originally published on the European Journal for Open, Distance and E-Learning.
This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, OER – resources for learning, was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising awareness of and disseminating the use of OER and the resulting pedagogical advantages for teaching and learning. Central to the project’s activities were a series of regional seminars which all featured a combination of multi-site meetings combined with online participation. This combination proved highly successful and extended the reach of the project. In total the project reached around 1000 participants at its events and many more have seen the recorded sessions.
Several unresolved issues beyond the scope of the project became explicit but which are absolutely crucial challenges. Firstly, the evolution from OER towards open educational practices (OEP) and open educational cultures (OEC). OEP and OEC imply the establishment of national and international policies and strategies where the use of OER is officially encouraged, sanctioned and developed. Secondly it became explicit that the issue of metadata is crucial for finding OER and facilitating their use and reuse for teachers and learners. Thirdly, the sustainability of OER must be stimulated by ensuring the creation of material that can easily be adapted and reused by teachers in other countries and contexts.
A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses
This paper published at International Review of Research in Open and Distance Learning Vol 12, No 7 (2011) examines how emergent technologies could influence the design of learning environments.
The paper examines the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). It proves that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators.
Networked Student
E2BN - East of England Broadband Network
E2BN seeks to raise educational standards across the whole community by providing effective broadband services throughout the East of England. Harnessing the full potential of ICT and broadband connectivity, and drawing on good practice and collective expertise, they will continue to develop, share and deliver high quality educational opportunities and contribute to community and economic development in the region.
Game Based Learning on Education and Action Training
The Project GREAT – Game-based Learning Research in Education and Training Action is a project funded by the Leonardo da Vinci Multilateral Projects – Transfer of Innovation with the purpose to provide a methodology and a way to use Game-Based Learning by Training Companies/Organizations (focusing on SMEs and on the Social Economy) and VET organizations (including Higher Education) trough the knowledge producers and distributors: Trainers and Teachers.
"We talk about creative learning. However, all learning involves some form of destruction, some form of creation and/or particular co-creation...(…) Learn to create, learn how to create disruptions, learning to create innovation, learning to live together to collaborate. But if Learning and Technology, together, can build and host its core in the destructive potential of creativity and, by extension, of the collaboration, the need for meaning in all this is imperative. It is crucial to making sense of all forms of learning: informal, formal, not formal."
Roberto Carneiro in Conference Book Creative Learning & Innovation: 2009.
With the purpose to provide a methodology and a way to use Game-Based Learning by Training Companies/Organizations (focusing on SMEs and on the Social Economy) and VET organizations (including Higher Education) trough the knowledge producers and distributors: Trainers and Teachers.
Products and Results will be:
- Documented methodologies for developing and implementing game-based learning for training and higher education actors and for the learning community in general.
- Needs analysis assessment instruments for developing and implementing game-based learning for training and higher education actors.
- Learning content and training methodologies (b-learning) for trainers and teachers developing and implementing game-based learning.
- Workshops/seminars for supporting trainers/practitioners/teachers/tutors in developing a predictive and proactive capacity to select games for their use.
- Documentation:reports, compendium, proceedings, guidelines.
GREAT project will explore the capability to influence, to involve and to bring together in specific moments some experts and recognized European authorities for focus based learning, trough their individual members and partners. Experienced users of different knowledge channels provided to the Commission, like Engage Learning, elearning papers, CEDEFOP and ETF papers, as well as members of DGEAC, DGINFSO, IPTS/JRC, DGEI and those who have access to the European learning platforms like EUCIS LLL and ETDF.
APG - Portuguese Association of Human Resources Managers leads the development partnership:
- FH JOANNEUM University of Applied Sciences, Graz, Austria
- MERIG - Multidisziplinares Institut fur Europa-Forschung Graz
- AIF - Associazone Italiana Formatori
- Gazy University, na Turquia
- I.Zone Knowledge Systems
Positive Futures for higher education; connections, communities and criticality
ConnectLearning: ¿Una respuesta para los nuevos retos?
Nuestra conclusión es que los contextos de aprendizaje deben cambiar, ya que la base teórica necesaria se ha debatido durante las dos últimas décadas. El aprendizaje en red no es un nuevo paradigma ni un modelo de aprendizaje esencialmente novedoso, sino que más bien describe cómo un concepto consolidado (basado en ideas innovadoras y elementos de teorías sobre el aprendizaje existentes) puede ayudar a satisfacer la demanda de “nuevos” contextos de aprendizaje auto-organizados, orientados al estudiante, situacionales, emocionales, sociales y comunicativos.