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DistanceEducation Presentation Transcript

  • 1. Distance (Web-based) Education Assumptions, Design, Instruments Antonio Vantaggiato Universidad del Sagrado Corazón [email_address]
  • 2. Contents
    • Introduction
    • Assumptions
      • Why, for whom, …
    • Design
      • The Web
      • Models
    • Instruments
      • Web technologies
  • 3. Quién soy…
    • Catedrático, Cs. De Cómputos, USC
    • Fundador InED
    • Director Actividad Académica T5, 2000-05
    • Fundador, Webedu-pr
    • Fundador, netedu.info
  • 4. Los últimos seis años
    • 117 cursos en línea, todos los depto’s
    • Desarrollo de modelo e-learning
    • Adiestramientos
    • Congreso Puertorriqueño de Web e-ducación
    • Grupo Investigación en Innovación educativa (con A. Castro, J. Meléndez, J. Sámchez y C. Betancourt)
    • Proyecto Manifesto e-learning
  • 5. Parte I: Ideas Infraestructura de posibilidades
  • 6. Web La Web está cambiando el mundo
  • 7. Web educación La Web está cambiando el mundo de la educación
  • 8. Web = entorno La Web como entorno pedagógico Territorio
  • 9. Education
    • Papert, Minsky & Kay:
      • The key educational task is to make connections between powerful ideas and passionate interests .
      • Teach to think deeply
      • Teach to think rigorously
    Communications of the ACM, Jan, 2005, 48(1)
  • 10. The University The University, holding its tradition of European humanism, in its constant quest for universal knowledge, ignores all geographic or political border to fulfill its mission and affirms the urgent necessity of reciprocal knowledge and interaction of cultures. Magna Charta Universitatum Europearum, 1988
  • 11. Web 2.0
    • Conexiones
    • Diálogo
    • Interacción
    • We are the Web!
    • Periodismo ciudadano
    Construcción social del conocimiento…
  • 12. Internet
    • Datos: Penetración
    Fuente: www. internetworldstats .com , 2007
  • 13. Escenario Puerto Rico (3-5 años)
    • Acceso Wi-MAX > 100 Mbs & satelital: VOIP & VIDEO-IP
    • Internet 2
    • Acceso grátis a estudiantes de escuelas públicas
    • Política pública
    Fuente: John Villamil, ASPIRA
  • 14. … and so?
    • What should we do with all this power?
    • Which competencies of the knowledge society do we need to develop in our students?
  • 15. Competencies
    • Web & info skills;
    • Help students with new skills: critical analysis and new media interpretation;
    • Shift from information overload to knowledge production .
  • 16. In Search of a Sustainable Model
    • Pedagogically sound
      • Constructivism, “Learn by Doing” & community context (service learning) + Social
    • Economically sound
      • Re-use (Learning Objects)
      • Web Synergy (opportunistic)
      • Technology Development
      • Quality (…and control thereof)
  • 17. Why the Web?
    • It is a liberating technology:
      • Classroom within the world
      • Time for class is always
      • Extends & amplifies dialogue
      • Share-tech
      • Hypertext frees from linear reading & writing
  • 18. Why the Web?
      • Web Services
      • It’s global: The concept of "distance"  z ero
        • But all that is local gets projected globally
      • Student-centered pedagogies
        • Learn-by-doing, domain immersion, service learning
  • 19. Why the Web?
    • Ah, yes! It allows (sometimes) to (find and) get information worldwide
  • 20. Vision 1
    • Matthew Pittinsky (founder & CEO, Blackboard)
      • E-learning reinforces traditional academic values and augments and enriches academic and campus life;
      • Education custom built based on students’ needs;
      • Personalized e-portfolios;
      • Decentralized approach for curricula & resources.
  • 21. Vision 2
    • Neil Postman: “ Six critical questions in the face of technological change ”
      • What problem gets solved by new tech?
      • Whose problem is it?
      • What new problems are created?
      • Who and what might be harmed by a tech solution?
      • What changes are gained and lost?
      • Who and what acquire power?
  • 22. Caveat!
    • Albert Sangrá ( UOC ) advises:
    • Is e-learning the new back-door to learning?
    • Where is innovation ?
  • 23. The situation (some considerations)
    • In 1999, 54% of those with a BS degree attended 2 or more institutions; 19% attended 3 or more;
    • In-class student preferences:
      • No IT 2%
      • Ltd 22%
      • Moderate 42%
      • Extensive 30%
      • On-line 1%
  • 24. The situation (2)
    • Generations:
    • Baby boomers
      • TV
      • Typewriters
      • Memos
    • Gen X
      • Video games
      • Computers
      • E-mail
    • Net Gen
      • Web
      • Mobile devices
      • Instant messaging
      • On-line communities
    -D. Oblinger, VP Educause
  • 25. The Situation (3)
  • 26. Faculty
    • The limits of my language are the limits of my world
    • -Ludwig Wittgenstein
    Goal :: To provide faculty and students the enabling technology to express themselves :: Is key!
  • 27. Parte II: Diseño Modelos, Ideas, Prácticas
  • 28. Pedagogy
    • Constructivism (Papert)
    • Learn-by-doing (Schank)
    • Service Learning
    • Social Web
  • 29. Pedagogical model
    • Plan & meet with group
    • Assign (proyects, work, etc.)
    • Use web resources
    • [Virtual: add activities -synch or asynch, group collaboration/discussion, share]
    • Meet again & discuss
  • 30. Model / Inspiration
    • Relate-Create-Donate Ben Schneiderman (Univ. of Maryland)
      • Relate: work in collaborative projects
      • Create: Develop ambitious projects
      • Donate: Produce results that are meaningful to someone outside the classroom.
  • 31. Key Ideas…
    • Media affect process
      • Socrates didn’t like writing… because it is persistent!
    • Avoid fragmentation
    • Knowledge cannot be “delivered”
    • Enjoyment depends on increasing complexity
    Alan C. Kay Computers, Networks & Education, scientific American, Sept. 1991
  • 32. Key Ideas 2
    • Benefits of computing (and networks):
      • Interactivity
      • Multimedia
      • Show information from multiple perspectives ( M. Minsky: “I don’t understand if I don’t understand it in more than one way!” )
      • Simulation and modelling
      • Universal Library
      • {Social computing!}
    Alan C. Kay Computers, Networks & Education, scientific American, Sept. 1991
  • 33. Good practices… 7 principles
    • Contacts between faculty / student
    • Reciprocity & cooperation among students
    • “ Active Learning” techniques
      • Computers as Tools (simulation, internet, statistics, etc.)
    • Prompt feedback
    • Time on Task
    • Communicate great expectations
    • Respect different talents and ways to learn.
    Implementing the 7 Principles, A. W. Chickering, S.C. Ehrmann, AAHE Bulletin, Oct. 1996
  • 34. Learning Styles…
    • Visual (learn by seeing)
    • Auditory (learn by hearing)
    • Reading/writing (learn by processing text)
    • Kinesthetic or practical (learn by doing).
    • Stahl: "utter failure to find that assessing children's learning styles and matching to instructional methods has any effect on their learning."
    (2002). Different strokes for different folks? In L. Abbeduto (Ed.), Taking sides: Clashing on controversial issues in educational psychology (pp. 98-107). Guilford, CT, USA: McGraw-Hill.
  • 35. My Web course
    • I integrate uniquely and creatively internet resources with original material;
    • I can weigh in my students’ ways.
    • Multi-media, please (if useful, interesting, possible, etc.)
  • 36. My Web course 2
    • Take advantage of hyper-text (non-lineal reading, …)
    • I do not recreate textbooks (they are already there!)
    • I do not recreate videos of my classes
    • … but the temptation is strong!
  • 37. My Web course 3
    • Integrates:
    • An LMS Platform (see Moodle)
      • Includes: homework, forums, resources, readings, wikis, glossary, etc.
    • Peripheral web technologies:
      • blogs, wikis, del.icio.us, yahoo! tools, google tools, flickr, et al. (see later).
    • {Social Software & other monsters}
  • 38. Parte II: Instrumentos
    • LMS
      • Tools
      • Social Software
      • Search & Info overload
  • 39. Tools: LMS & e-Portfolios
    • Moodle: www.moodle.org
    • PILOT (started Aug., 2004)
    • 44 courses + 44 in development
    • 580+ students
    • 60+ professors
    • O S Portfolio Initiative: www.theospi.org
  • 40. Moodle
    • Let’s Moodle!
  • 41. Tools
    • Personalized textbooks (i.e.: Primis Online)
    • Instant Messaging
    • Blogs
  • 42. Tools (2)
    • Materials & Learning Objects
      • Applets
      • Images, movies
      • Resources
      • www.merlot.org
      • Connexions (cnx.org)
      • Creativecommons ,org
      • Archive.org
      • YouTube !
    WIKIPEDIA
  • 43. Tools: Social Software
    • del. icio .us
    • Flickr
    • Linkedin
    Zones for information-sharing, collaboration, exploration and community.
  • 44. Tools: Bloggin’ in the wind…
    • Blogs (Web logs)
      • DigiZen (Mario A. Nuñez, RUM: vidadigital.net/blog)
      • Skate of the Net! (blogs.netedu.info)
  • 45. Estado de la Blogósfera, ~2006
  • 46.  
  • 47. BlogTalks
    • Blogtalk reloaded
    • Blogtalk DownUnder
    • BlogHui
  • 48. Meta blogs
    • Technorati
    • Bloglines
    • Blogalaxia
    • PuertoBlog
  • 49. Feeds
    • Suscripciones
    RSS
  • 50. Weblogs
    • Establecen un ambiente de diálogo informal
    • Discusión casual
    • Libertad de expresión
    • Descubrimiento
    Foros: ambiente más artificioso: discusión dentro de parámetros
  • 51. Weblogs…
    • Profesor  Bitácora / Reflexiones
    • Estudiante  Bitácora / Reflexiones
    • Profe  Estudiante
    • Profe  Comunidad
    • Estudiante  Estudiantes
  • 52. 4 beneficios (estudiantes)
    • Ayuda en la comprensión
      • Explorar, filtrar, publicar
    • Aumenta motivación & compromiso
    • Refuerza participación
    • Diálogo dentro y fuera del salón de clases
  • 53. Bloggin’ in the wind…
    • Boing Boing : A Directory of Wonderful Things
    • apophenia (danah boyd)
    • One-Trick CyberPony
    • Filosofitis (Alajandro Piscitelli)
    • tilt!
    • i d e a n t (Ulíses Mejías)
  • 54. Blogs
      • www. weblogg -ed.com
      • Edublogs .org
      • The EduBlog Awards
      • HigherEdBlogCon 2006
  • 55. Herramientas útiles
    • Wordpress .com
    • Google notebook
    • Performancing
    • Diigo
  • 56. Info overload
    • Leon Botstein: “It overwhelms you with too much information, much of which is hopelessly unreliable or beside the point .”
    • It is a very sad thing that nowadays there is so little useless information.
      • -Oscar Wilde
  • 57. del.icio.us
    • No tiene w’s!
    • Poner etiquetas! A todo!
  • 58. Modelo jerárquico árbol COCINA PAÍSES COCINA RUSA RUSIA COCINA RUSA
  • 59. Modelo grafo ETIQUETAS TAGS red RUSIA COCINA COCINA RUSA
  • 60. del.icio.us #1: usuario
  • 61. del.icio.us #2: usuario-tag
  • 62. del.icio.us #3: tag
  • 63. del.icio.us #4: tag (intersección)
  • 64. Folksonomía: AI Rubén R. Puentedura www.hippasus.com
  • 65. Etiquetas & Web Social
    • del. icio .us
    • Flickr
    • Linkedin
    Zones for information-sharing, collaboration, exploration and community.
  • 66. ¡Gracias!
    • Dr. Antonio Vantaggiato
    • (787) 728-1515 ext. 4363/4285
    • [email_address]
    • Skate of the Web:
    • blogs . netedu .info