Nuevas Formas de Aprendizaje Colaborativo

  • 40,575 views
Uploaded on

Recopilación de investigaciones y recomendaciones para ver la educación desde diferentes perspectivas. …

Recopilación de investigaciones y recomendaciones para ver la educación desde diferentes perspectivas.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • genial!!! muchas gracias, realmente clarificador, creativo y necesario.
    Are you sure you want to
    Your message goes here
  • Muy buena presentación, felicidades tu trabajo me ha motivado mucho para reconstruir mis conceptos de enseñanza y aprendizaje
    Are you sure you want to
    Your message goes here
  • Impecable presentación en el centro de extensión de la Universidad Católica de Chile. Gracias! Cristóbal Cobo.
    Are you sure you want to
    Your message goes here
  • Excelente! gracias Cristobal
    Are you sure you want to
    Your message goes here
  • Apoyo a Esteban! una presentacion generosa y profunda... excelente! Gracias.
    Are you sure you want to
    Your message goes here
No Downloads

Views

Total Views
40,575
On Slideshare
0
From Embeds
0
Number of Embeds
49

Actions

Shares
Downloads
287
Comments
7
Likes
42

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • Connected Minds Technology and Today's Learners Centre for Educational Research and Innovation OECD. F.Pedró http://www.oecd-ilibrary.org/education/connected-minds_9789264111011-enhttp://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • In the United States, Hargittai (2010)
  • Un estudio hecho en Uruguay, país que adoptó el proyecto One Laptop Per Child en su sistema educativo, mediante una en- cuesta nacional realizada a más de 5.600 estudiantes, identificó lo siguiente: un 45% de los estudiantes aprendió a usar el laptop a tra- vés de sus pares, un 36% de los estudiantes lo aprendió por su cuen- ta y sólo el 19% con la ayuda de un docente. Esta proporción varía según el nivel socio económico (NSE). Es decir, en el NSE medio-alto el 53% aprendió de un amigo o familiar, relación que disminuye hasta un 14% de los niños de NSE bajo-bajo (donde la escuela y el autoaprendizaje tienen una mayor relevancia) (Martínez, 2009).
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • Correlación edad: tipos de relaciones y privacidad
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • A Report to the Nation and the Secretary of Education United States Department of Education by The National Commission on Excellence in Education .April 1983 http://teachertenure.procon.org/sourcefiles/a-nation-at-risk-tenure-april-1983.pdf
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • The relationship between students’ computer use at school and performance in digital reading tends to be negative with a slight curve.NAVIGATION: “After accounting for students’ performance in print reading, the relationship between digital reading performance and the frequency of browsing the Internet at home for schoolwork is close to linear” (p.189).”Navigation is a key component of digital reading, as readers “construct” their text through navigation. Thus, navigational choices directly influence what kind of text is eventually processed. Stronger readers tend to choose strategies that are suited to the demands of the individual tasks. Better readers tend to minimise their visits to irrelevant pages.” (p.20)SEARCHING FOR INFORMATION: “The more frequently students search for information on line, the better their performance in digital reading. Being unfamiliar with online social practices, such as e-mailing and chatting, seems to be associated with low digital reading proficiency”LACK OF INTEGRATION: “It is likely that the low level of ICT use at school indicates that ICT has not yet been fully integrated into pedagogical practices” (p.153)MODERATE FREQUENCIES OF USE: “The relationship between the frequency of computer use at home for leisure and for schoolwork and digital reading performance is not linear, but rather mountain-shaped: in other words, moderate users attain higher scores in digital reading than both rare and intensive users”.POSITIVE EFFECT OF ICT AT HOME: “The frequency of computer use at home for leisure is positively related to navigation skills, which is an essential and unique part of digital reading, while the frequency of computer use at school is not. These findings suggest that students are developing digital reading literacy mainly by using computers at home to pursue their interests [...] it is important to encourage students to develop navigation skills and to foster self-confidence through using computers at home, while providing guidance on how to balance the amount of time students spend using computers with time for other activities.”NEGATIVE EFFECT OF THE SCHOOL: “Computer use at school is not positively associated with digital reading performance [...] access to computers at school is not the sole determinant of performance; students who use computers at school must also develop the knowledge and skills needed to locate and use the range of information available through the computer.”NOT TO BRING OUT-OF-SCHOOL-KNOWLEDGE:“In some lessons at school, students were frustrated about not being able to suggest different or better ways of using technologies, saying they got told off. Students also said that some teachers did not welcome students’ out-of-school knowledge more generally into the classroom: “if you try to link it [out of school activities] with something in lessons, it’s always wrong and they’ve got to be always right.”Bringing in out-of-school knowledge into the classroom can be seen as undermining teachers’ authority when it is framed as a question of who is ‘right’, or which knowledge is ‘legitimate’, but for other teachers it is simply a case of working with whatever students bring to a particular task.After identifying the gap between the ICT practices at the school and at home, Grant states a question that we think is quite important: “How schools could foster particular skills and components of digital literacy?, rather than How they [teachers-students] could build connections between home and school digital literacy practices?“.
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • Global Education Digest 2009 Comparing Education Statistics Across The World
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpgPeña-López, I. (2012). Las competencias digitales como medios de producción. Seminario RRHH Misión Chile-España. Citilab, Cornellà de Llobregat, 13 de septiembre de 2012. Cornellà de Llobregat: THP. RetrievedSeptember 13, 2012 from http://ictlogy.net/presentations/20120913_ismael_pena-lopez_-_competencias_digitales_medios_produccion.zip
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • Comparing Frameworks for “21 st. Century Skills”. Chris Dede. Harvard Graduate School of Education. July, 2009.
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • My second statement has to do with the integration of literacies. The traditional literacy (usually measured as the amount of people who read and write, over 15 years old)And the 21st century literacies which has to do with a higher order and and more complex skills.Here, you can see this mobible teaching-technology used almost at the same time than the “learning machine” but used in the farms of China.
  • We have done a pretty good job. Reducing significantly the illiteracy around the world. Based on the UN Millenium Development Goal, this is how the illiteracy will look in 2015, where the problem will be much more focalized than in the past.As can be seen in this map that illustrates the illiteracy at the beginning of the 20th century illiteracy was as high as 50% of world population and was spread all around the world apart from US, UE and Au (SOURCE??).Now, in this second map elaborated by UNESCO, we can see that the level of illiteracy has decreased dramatically and it is expected to drop until 15% of world population.Map of 1900 http://users.rcn.com/mwhite28/literacy.htmMap 2015 http://www.uis.unesco.org/en/stats/statistics/literacy2000.htmHOWEVER, A LOT HAS TO BE DONE TO REDUCE THE DIFFERENCESS BETWEEN THE MALE AND FEMALE POPULATION- AND ALSO, TO SOLVE THE A REAL CAPABILITY TO UNDERSTAND IN A MININGFUL WAY WHAT ITS READ Progress of Literacy in Various Countries (1953. UNESCO) first time data concerning literacy as reported in national censuses carried out since 1900.[UNESCO’s International Literacy Statistics 1950-2000. John A. Smyth 2005]
  • According to the UNESCO, the World Illiteracy rate (of people over 15 year s old) has dropped particularly fast in the last 40 years.However, now we have a different world. This grapgh made by the International Telecommunication Union, show us how fast has grown the internet (30%) and the mobile subscription (reaching almost 80% of the world)
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • MihalyCsikszentmihalyi wrote that the creative process normally takes five steps (Creativity, 1996, p.79): 
  Preparation - becoming immersed in problematic issues that are interesting and arouses curiosity. Incubation - ideas churn around below the threshold of consciousness. Insight - the “Aha!” moment when the puzzle starts to fall together. Evaluation - deciding if the insight is valuable and worth pursuing. Elaboration - translating the insight into its final work.
  • http://www.slideshare.net/dajbelshaw/the-essential-elements-of-digital-literacies
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • e-habilidades auto adquiridas: no se traducen en maximizar las oportunidades de aprendizaje.
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://www.flickr.com/photos/johannahobbs/2932932108/sizes/l/
  • Digital literacy across the curriculum. 2010. FutureLabhttp://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
  • Digital literacy across the curriculum. 2010. FutureLabhttp://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
  • http://www.guardian.co.uk/higher-education-network/blog/2011/dec/15/digital-literacy-employability-student-experience#start-of-comments,%20http://www.guardian.co.uk/higher-education-network/blog/2011/dec/15/digital-literacy-employability-student-experience#start-of-comments
  • http://www.jisc.ac.uk/whatwedo/programmes/ukoer3/digitalfutures.aspx#
  • Jenkins, H, Clinton, K, Purushotma, R, Robison, A, Weigel, M (2006). Confronting the challenges of participatory culture: Media education for the 21st century. MacArthur Digital Media and Learning White Paper. Chicago, IL: The John D and Catherine T MacArthur Foundation.
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
  • http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg

Transcript

  • 1. nuevas formas deaprendizajecolaborativo Radar Networks 1
  • 2. Superstorm Sandy, 10/2012. NY Andrew Burton / Getty Images Radar Networks 2
  • 3. Paul Gilster, Digital Literacy(John Wiley & Sons, 1998). 1998 2001 Larry Cuban, Oversold and underused: computers in the classroom (Harvard University Press, 2001). Makers: The New Industrial Revolution By Chris Anderson (Crown Business, 2012) 2011 2012 Radar Networks 3
  • 4. innovación estructural tecnología social contenido continenteinnovación social contexto 4 Radar Networks 4
  • 5. La (permanente) crisis de la alfabetizacióGn Radar Networks 5
  • 6. Oxenham (1980) Alfabetismoscomo síndrome modernización(flexibildiad, adaptación,voluntad de cambio). Presentation TitleA Nation at Risk (1983) "La crisisde la alfabetización" ennaciones post-Industriales.Reformas Educativas >Alfabetismos Funcionales. The turn of the century millions of jobs will involve laser technology and robotics.OCDE [1990- ]: Relación entre Technology is radically transformingalfabetización, crecimiento a host of other occupationeconómico y empleabilidad. [the workers] lack adequateAnalfabetismo: imposibilidad de 21st Century IT skills to fuel thecontextualizar la información. information age economy... New Literacies: Everyday Practices and Social Learning 2011 by Lankshear and Knobel http://t.co/r7pTaTbk Radar Networks 6
  • 7. Presentation Title Radar Networks 7
  • 8. Lankshear and Knobel (2011) Gilster: Dominio de ideas La alfabetización -> sobre el de las teclas. metáfora de competencia Presentation Title funcional (tecnológicamente 1.  "Post-tipográficas alfabetizados). Producción de textos . De tinta a píxeles. Alfabetización mediática: 2.  Comportamiento: uso crítico de medios nuevas prácticas (comprender significado sociales (participativa, en contexto). colaborativa y distribuida).New Literacies: Everyday Practices and Social Learning Gilster, P. Digital Literacy. NY: John 2011 by Lankshear and Knobel http://t.co/r7pTaTbk Wiley & Sons, Inc.1997 Networks 8 Radar
  • 9. http://elchr.uoc.edu‘Tecnologías’ Emergentes Un año o menos De dos a tres años De cuatro a cinco años Contenido Abierto Entornos Personales Analíticas de de Aprendizaje Aprendizaje Aplicaciones Móviles Tabletas Cursos Masivos Computación en nube Abiertos en Línea Aprendizaje Basado Entornos en Juegos Aplicaciones Colaborativos Semánticas Geolocalización Realidad Aumentada Perspectivas Tecnológicas en Iberoamérica 2012-2017El Informe Horizon.Ib (eLearn Center de la UOC y del New Media Consortium). Radar Networks 9
  • 10. Tipos dealfabetismos Radar Networks 10
  • 11. Nuevos alfabetismos 11 Radar Networks 11
  • 12. traditional literacy + 21st century literacies illiterate educational institutions 1950 Literacy: number of people (+15) who can read and 12 write Radar Networks 12
  • 13. World (traditional) illiteracy 1900 Matthew White (1997) Increase 3 times Afghanistan/ Niger 13 Radar Networks 13
  • 14. United Nations Millennium Development Goals Increase adult literacy by 50% 2015 14 Radar Networks 14
  • 15. World Illiteracy Rate 1970 – 2000 (prognosis for 2005 – 2015), age 15 years and over. Source UNESCO Institute for Statistics (UIS). 15 Radar Networks 15
  • 16. Global ICT developments, 2000-2010* 100 90 Mobile cellular telephone 80 subscriptions Internet users 70Per 100 inhabitants 60 50 40 30 20 10 0 *Es$mates   2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010* Source:    ITU  World  Telecommunica$on  /ICT  Indicators  database     16 Radar Networks 16
  • 17. http://www.ragtag.info/2011/feb/2/history-world-100-seconds/ Access only 2 every 7 telegeography.com One (random) day in Wikipedia… Digital divide > 424,000 articles + 14,200 geo-tagged event [by Gareth Lloyd and Tom Martin.] connectivity than any other Nore Articles of Antarctica 84% articles from EU and US country in South America or Africa 17Graham, N., Hale, S. A. and Stephens, N. (2011) Geographies of the World s Knowledge. London, Convoco! Edition. Oxford Internet Institute.17 Radar Networks
  • 18. @timoreilly we are connectors, amplifiers Distribución de artículos de Wikipedia Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the Worlds Knowledge. Ed. Flick, C. M., London, Convoco! Edition. Multiplicar alfabetismos : prosumer – filtrar y (re)usar [economía de la atención] Radar Networks 18
  • 19. 19 Radar Networks 19
  • 20. El cambio es cultural La alfabetizació6n (no solo funcional), digital no busca aprender Presentation Title a aprender y reemplazar la a conectar contextos. alfabetizació6n tradicional, sino ampliar y diversificar (cultura digital). (Littlejohn, Nargaryan and Vojt, 2010). Digi-Log: "Briefcase Portability" (1976) (Carrington and Robinson, 2009; Selwyn, 2010, 2011)JISC/British Library commissioned Researchers of Tomorrow Radar Networks 20
  • 21. 3 alfabetismos básicos OECD - [digital reading skills] 2011 Crear contenidosCompartirConocimiento Traducir/ integrarAlfabetización: capacidad para aplicar conocimientos y habilidades en áreas estratégicas afin de analizar, comunicar con eficacia, resolver problemas en diferentes situaciones (OCDE, 212004). Radar Networks 21
  • 22. Transitar de la consulta a la curación/creación de contenidos.Basic literacy #1Create/ Connect / translate knowledge 22 Radar Networks 22
  • 23. periscopio caleidoscopio (explora fuentes) (combina contextos) Radar Networks 23
  • 24. aprendizaje NOOCs emergente DIYFormación auto - aprendizajebásica ymedia aprendizaje a lo largo de la vida Basic literacy #2 Knowledge distribution, low cost, decentralization 24 http://mindshift.kqed.org/2011/05/10-open-education- resources-you-may-not-know-about-but-should/ Networks 24 Radar
  • 25. www.opencontent.org/definition The 4 Rs of Openness Reuse—The most basic Redistribute - People can level of openness. share the work with others Revise — People can adapt, modify, or translate the form the work Remix — Take 2 or more resources, combine them and create a new resource.Hilton, J. W. (2010, January 11). The 4 Rs of Openness and the ALMS Analysis: Frameworks for Open Educational Resources. Radar Networks 25
  • 26. Creciente expectativa sobrelas capacidades docentes yrecursos de aprendizaje Presentation Titledisponibles en clases.La cultura de RecursosEducativos Abiertos (conlicencias abiertas) es unespacio ideal para compartirconocimientos y desarrollarnuevas habilidades digitalesconjuntamente. Digital Futures in Teacher Education Radar Networks 26
  • 27. Howard Rheingold: Crap Detection To evaluate information from several sources, assessing the credibility (criteria) of the content.in.reuters.com Where is Hillary Clinto n? www.DiTzeitung.com in.reuters.com Basic Literacy # 3 Retrieve, select, analyze, contextualize 27 Radar Networks 27
  • 28. Presentation TitleThe Essential Elementsof Digital Literaciesby Doug Belshaw Radar Networks 28
  • 29. Jugar: Experimentar y resolverproblemas.Adaptación: adoptar roles,improvisar y descubrir. Presentation TitleSimulación: Interpretar, crearmodelos del mundo realApropiación: Remezclarcontenido y medios.Nultitarea:Administrar la atención.Cognición Distribuida: Sumarcapacidades de muchos.Criterio: Evaluar diferentes fuentes.Transmediación: navegación entremedios.Networking: Conectar información.Negociación: Interactuar/adaptarse. (Jenkins, 2006) Radar Networks 29
  • 30. ¿Qué pasócon Prensky? (y sus amigos) Radar Networks 30
  • 31. Production of knowledgeDistribution of knowledge nuevos agentes y mecanismos 31 Radar Networks 31
  • 32. "No podemos asumirque ser miembro de la Presentation Title Generación Net essinónimo de sabercómo emplear latecnología de maneraestratégica paraoptimizar la experienciade aprendizaje". Australia, Kennedy et al., 2008 found lack of homogeneity in technology adoption patterns Radar Networks 32
  • 33. "No hay evidencia paraPresentation Title sugerir que los estudiantes tengan un conocimiento profundo de la tecnología, su uso depende del contexto. In Canada, Bullen et al., 2008 investigated students’ fit to the “millennial” profile. Radar Networks 33
  • 34. Falta evidencia paraapoyar que la actual Presentation Titlegeneración deestudiantes prefiereel aprendizajeexperimental, laalfabetización digital,la conectividadconstante" In Canada, Bullen et al., 2008 investigated students’ fit to the “millennial” profile. Radar Networks 34
  • 35. "La idea de que laGeneración Net es Presentation Titlemás proclive aparticipar[mediante la web] Sólo 1/3 de adolescentes ‘brit’resulta exagerada" manif estaron profundo interés y facilidad por la tecnología. In the United Kingdom, a 2007 survey by Synovate, Williams and Rowlands, 2008, Jones et al., 2010) Radar Networks 35
  • 36. Las evidencias noPresentation Title apoyan la premisa de que los jóvenes son universalmente conocedores de la web. In the United States, Hargittai (2010) Radar Networks 36
  • 37. Existe clara variaciónentre estudiantes Presentation Title(100% conectados ),Los estudiantes de bajonivel socio-económico(...) muestran nivelesmás bajos know-how de la web que elresto. In the United States, Hargittai (2010) Radar Networks 37
  • 38. Gerontología digital Radar Networks 38
  • 39. Presnky (2001) inmigrantes digitales y nativos digitales edad y habilidadCorrelación edad: tipos de relaciones y privacidad Radar Networks 39
  • 40. Presentation Title microsites.oii.ox.ac.uk/oxis Radar Networks 40
  • 41. residentesWeb como espacio-comunidad-identidad visitantes Usuarios no miembros Depende del contextos: espacios, herramientas, motivaciones White & Le Cornu, 2011 Radar Networks 41
  • 42. ¿ Cuántoaprenden? Radar Networks 42
  • 43. Intensity of computer use in school lessons, and digital reading performance [OECD average-15]http://tinyurl.com/pisa2009 43 Radar Networks 43
  • 44. Críticas a la evaluación Es muy reciente para del impacto [OCDE]: evaluar impactos. Presentation TitleDificultad para medir los Las evaluaciones seque se entiende por realizan inmediatamenteaprendizaje/habilidades.. despuééeés de utilizar los dispositivos.Diferentes expectativas. El efecto acumulativo deDificultad de los medios digitales no esgeneralizar. lo suficientemente examinados. amnesia tecnológica Radar Networks 44
  • 45. Pas a Pas (.dAlgunos de los dominios k)potencialmente másinteresantes no han sido Presentation Titlesuficientementedocumentadosempíricamente.Reflexión crítica; valores relacionalescreatividad y experimentación; habilidades meta-cognitivas; habilidades espaciales,. Radar Networks 45
  • 46. Tipos dehabilidades Radar Networks 46
  • 47. fuentes y tiempo de aprendizaje, medios de evaluación, espacio de aprendizaje, 47 Radar Networks 47
  • 48. Habilidades blandas (soft skills) uso de TIC experimentaciónfuera del aula aprendizaje entre pares (aprendizaje adaptación informal) habilidades blandas 48 Radar Networks 48
  • 49. (Problema de la Torre de Babel) • Colaboración, trabajo en • Pensamiento crítico: red, negociación, creación resolución de problemas, distribuida. de gestión complejidad. Title Presentation • Aprendizaje contextual, • Búsqueda, síntesis, adaptabilidad cultural y selección y difusión de conciencia global. información. • Auto-Dirección: asumir • Creatividad, curiosidad riesgos, espíritu y exploración. emprendedor.Comparing Frameworks for “21 st. Century Skills”. Chris • Comunicación multimedia y Dede. Harvard Graduate School of Education., 2009. multi-contexto. Radar Networks 49
  • 50. Escenarios de evolución Aprender con tecnología Investigación internacional sobre modelosHiper-estimulación – educativos de futuro (2012) F. TelefónicaExperimentación Presentation Title Hiper-estimulación – Experimentación Aprendizaje en red (individuo colectivo) Comunidad de aprendizaje Tribu Radar Networks 50
  • 51. Collaboration Habilidades para la innovación Critical Thinking Contextual Learning Synthesizing of information Communication Self-Direction Presentation Title Creativity. cognitive skills Total soft and Self-Direction disseminating Collaboration required per Synthesizing information Contextual Creativity thinking Critical- learning Comm. org. andGreen Peace 8 7 1 7 4 2 2 31World Bank 10 3 1 15 9 5 4 47OECD 7 2 2 10 6 2 1 30Google 4 4 3 4 2 2 4 23Apple 6 4 1 7 4 4 5 31Samsung 6 NA NA 6 1 3 4 20Total of soft and 41 20 8 49 26 18 20cognitive skillsper dimension! Radar Networks 51
  • 52. Competencias TIC: CompetenciasAlfabetización en medios, interpersonales: Flexibilidadinformación, comunicación habilidades sociales y Presentation Titleefectiva y TIC. colaboración y liderazgo.Pensamiento crítico:Análisis crítico información,pensamiento sistemático,resolución de problemas,creatividad. Aprender con tecnología Investigación internacional sobre modelos educativos de futuro (2012) F. Telefónica Radar Networks 52
  • 53. Contextos deaprendizaje Radar Networks 53
  • 54. Frederic Skinner, Harvard University 54Frederic Skinner, Teaching Machine, 1961 Radar Networks 54
  • 55. http://itemsweb.esade.edu/wi/E50CAST/index.html1978, ESADE 55 Radar Networks 55
  • 56. 2011, Filipinas http://newsinfo.inquirer.net/101439/la-salle-green-hills-classrooms-go-high-tech 56 Radar Networks 56
  • 57. 57 Radar Networks 57
  • 58. Escenarios de Aprendizaje Presentation Title comunidades geeks cualificación acreditación reconocimiento comunidades edx aprendizajeI.Peña, 2012 Radar Networks 58
  • 59. Presentation Title visu al presentación Insignias= re ncias. de habilid ades y evideopenbadges.org Coursera: Evaluación P2P Radar Networks 59
  • 60. 60 Radar Networks 60
  • 61. Conclusiones Radar Networks 61
  • 62. Sociedad/Economía conocimiento:insuficiente crítica a la mirada tecno-conectivista. 62 obra de dan perjovschi. what happened to US? Radar Networks 62
  • 63. Mitología  digital   Efecto de las TIC: Insuficiente evidencia para demostrar efectos notables en desarrollo de habilidades cognitivas. 63 obra de dan perjovschi. what happened to US? Radar Networks 63
  • 64. Acumulación de conocimiento(bancaria): Paso del just in case al just in time(flexibilidad). la primera brecha digital fue efecto (de desigualdad) la segunda causa de nuevas http://tiny.cc/comunidadaprende 64 obra de dan perjovschi. what happened to US? Radar Networks 64
  • 65. Software abierto sí, pero también hardware y, sobre todo, conocimientos abiertos. http://tiny.cc/openpower Sujetos híbridos digitales- analógicos: Traduzcan conocimientos de un ámbito a otro y que sean capaces de conectar disciplinas. http://tiny.cc/pensamientoD 65obra de dan perjovschi. what happened to US? Radar Networks 65
  • 66. Nás allá del currículum: Ampliar hacia el aprendizaje no formal y competencias blandas. http://tiny.cc/invisiblelibro 66obra de dan perjovschi. what happened to US? Radar Networks 66
  • 67. Estereotipos: No es apropiado referirse a milenials nativos digitales, etc. como distintivo generacional (dicotómicas y generalistas).+ conexión nosiempre es mejor:clave está en loque se hace mientrasse está conectado. 67 obra de dan perjovschi. what happened to US? Radar Networks 67
  • 68. Nuevos mecanismos: para reconocer los conocimientos habilidades (blandas ) adquiridos por vía no formal. http://tiny.cc/evaluaME 68obra de dan perjovschi. what happened to US? Radar Networks 68
  • 69. @cristobalcobo http://tiny.cc/ppts 69Oxford Internet Institute Research Fellow. Radar Networks 69
  • 70. Connected Ninds Technology and TodaysLearners Centre for Educational Research andInnovation OECD. F.Pedróhttp://www.oecd-ilibrary.org/education/connected-minds_9789264111011-en Presentation TitleNew Literacies: Everyday Practices and SocialLearning 2011 by Lankshear and Knobelhttp://t.co/r7pTaTbkA Report to the Nation and the Secretary ofEducation United States Department of Educationby The National Commission on Excellence inEducation. April 1983http://teachertenure.procon.org/sourcefiles/a-nation-at-risk-tenure-april-1983.pdfHow Teens Do Research in the Digital World. Nov 1,2012 by Purcell, Rainie, Heaps, Buchananhttp://pewinternet.orgGlobal Education Digest 2009 ComparingEducation Statistics Across The World Radar Networks 70