Presentación compartida en el Observatorio de Buenas Prácticas con TIC organizada por el Ministerio de Educación del Perú y APEC el 16 y 17 de Julio en Lima.

1. Digital Educational Resources
Hugo Martínez A.
hmartinez@eduinnova.com
@hmartinez

2. The students don’t understand the
relationship between these objects ...

3. For students,
the textbooks
are “static web
pages”.

4. For students
(and for many
of us), this is
not a phone.
It is an
extension of
our brain.

5. But it is
prohibited
i n o u r
schools.

6. F o r m a n y
s t u d e n t s ,
YouTube is their
main teacher,
encyclopedia,
inspiration, etc.
And it, is also forbidden in many schools

7. Students do not
require external
support to
explore and
manage the
digital world.

8. But they don’t
achieve the
m i n i m u m
l e a r n i n g
outcomes in
mathematics.

9. XXI Century students
stay connected and
interacting effectively in
various social networks,
several times a day.

10. But most
o f t h e m
f a i l
writing a
c o m p l e x
idea.

11. Students spend a
lot of time solving
complex problems
in virtual worlds.

12. But they are bored at school ...

13. Why we
have this
gap?

14. The learning
r e s o u r c e s
( d i g i t a l o r
a n a l o g ) a r e
t o o l s a n d
mediation from
m o d e l s o f
teaching.

15. 21st century
skills School
Instructional
Models

16. What is the impact of
this gap in the school?

17. Frequency of Mathematics traditional
learning resources use in the school.
Never Sometimes Always
Study about use of textbooks in secondary education.
Santiago, Chile (October 2013)

18. What is happening with
traditional learning resources?
‣ We have more sources!
The traditional
resources are losing
exclusivity.
‣ But digital resources
are not the
replacement. They are
the expansion!

19. Three areas of challenges
for the new learning
resources generation.

20. 1. Pedagogical Model

21. Pedagogical Model
T e c h n o l o g y
allowing students to
create new content
and not to be just
receivers of content
(Bakia, Murphy, Anderson
and Trinidad, 2011).

22. Technology enabling
c o l l a b o r a t i o n
between students,
with opportunities
for communication
and interaction
(Darling- Hammond,
Zielezinski y Goldman,
2014).
Pedagogical Model

23. Technology for
student feedback
on their progress and
challenges in real
time
(Zielezinski y Darling-
Hammond, 2014).
Pedagogical Model

24. Technology for
knowledge
transfer between
the classroom and
the real world.
(Pedró, 2015).
Pedagogical Model

25. Technology
to enhance
the role of
teachers
(Aldunate y
Nussbaum,
2013).
Pedagogical Model

26. 2. Technology Model

27. In the school
ecosystem is not
possible to define a
single technological
standard. Must be
considered various
options for access.
Technological Model

28. Resources always
available on
interoperable
mobile
environments.
Technological Model

29. ‣ Big Data
‣ Analytics
‣ Tracking
‣ Friendly
visualization
Technological Model

30. Technological Model

32. ‣ Open Content
‣ Collaboration
Tools.
Technological Model

33. 3. Business Model

34. Business Model
Move from
the “product
paradigm"
to the
“services
paradigm”.

35. New pricing model, associated with use and not
just availability. Unlimited use subscription.
Business Model

36. Business Model
Open contents for
customization and
collaboration.
Revenue based on
services, not
prints.

37. The three challenges for a new
learning resources generation.
Pedagogical
Model
Technology
Model
Business
Model

38. Example: Interactive literature for initial readers

39. ‣ Align development learning
resources policies with devices
supply policies.
‣ Research the articulation
opportunities between different
formats.
‣ Incorporate incentives for
innovation with traditional
providers (publishers).
‣ Open opportunities for new players.

40. Digital Educational Resources
Hugo Martínez A.
hmartinez@eduinnova.com
@hmartinez