4-Interacció del centre amb el context
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Sessió 2- Materials del Mòdul 8 del Master de Lideratge, Blanquerna-AXIA (Escola d'Administració Pública de Catalunya), 2016. Interacció del centre amb el context
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4-Interacció del centre amb el context
- 1. Creació i dinamització de xarxes per la qualitat educativa AXIA, 2015: Quarta sessió Barcelona, Escola d’Administració Pública de Catalunya Carme Arnau <carnau@xtec.cat> Neus Lorenzo <nlorenzo@xtec.cat>http://www.tyrol.tl/images/cms/1266598656D_Kletternetz_Lauserland.jpg
- 2. Resum • Concepte de xarxes • Xarxes d’organització interna: la comunitat educativa • Xarxes d’organització externa: l’entorn i el context
- 4. L’escola, espai real o conceptual? Ref: "Cours de philosophie a Paris", sXIV. Grandes chroniques de France http://media-cache-ec5.pinterest.com/upload/218354281904946381_NqHDO6j4_c.jpg La societat s’ha globalitzat... Ho ha fet l’escola?
- 5. La cultura crea un continuum de xarxes conceptuals Entre Realitat – Virtualitat http://rlv.zcache.com/world_of_communication_poster-p228705489155507739qzz0_400.jpg TermCAT http://www.termcat.cat/ca/Diccionaris_En_Linia/132/Cerca/ Comunicació: Ens permet connectar amb els interlocutors, definir objectius i construir xarxes conceptuals i socials. Conceptualització Simbòlica
- 6. A René Magritte, La Trahison des images, 1928-29 http://brendandonnet.files.wordpress.com/2012/11/magritte-la-trahison-des- images.jpg?w=584&h=403http://www.estancoguerrero.com/images/paginas/pipas/940/pipa-estancoguerrero-5159.jpg Quin és l’objecte real? B
- 7. Creació de mons virtuals http://www.lumixgexperience.panasonic.co.uk/wp- content/uploads/gallery/AdamTrevor/Flower_HDR.jpg http://www.terrafloraonline.com/images/userfiles/images/flower01LOW.png Object: Flower Location: Garden To know more: [+]
- 8. L’Univers de les Meta Dades (BigData) a l’Internet de les Coses https://www.flickr.com/photos/maiabee/2760312781
- 9. L’escola expandida, per quan? 2006 2004 2001
- 10. http://www.electronicproducts.com/uploadedImages/Analog_Mixed_Signal_ICs/Comm unications/Innovega%20Contact%20Lenses%201.jpg A Not So Future Scenario
- 11. Paradigm Shift Technologies Source: Wikipedia Internet of Things: Uniquely identifiable objects, connected in open protocols, interacting automatically
- 12. Paradigm Shift Technologies http://www.designboom.com/cms/images/-Z73/sc1.jpg Assisted (or Augmented) Reality: Adding digital content to reality to enrich information or reduce detail so as to enhance understanding Internet of Things: Uniquely identifiable objects, connected in open protocols, interacting automatically
- 13. Paradigm Shift Technologies Internet of Things: Uniquely identifiable objects, connected in open protocols, interacting automatically Human Bionics: Altering, augmenting, or adding to human capacity using technology Assisted (or Augmented) Reality: Adding digital content to reality to enrich information or reduce detail so as to enhance understanding Ref: http://www.awesomeoff.com/images/entries/mainview/subdermal_ear.jpg
- 14. http://media.salon.com/2013/09/big_data.jpg Human Bionics: Altering, augmenting, or adding to human capacity using technology Assisted (or Augmented) Reality: Adding digital content to reality to enrich information or reduce detail so as to enhance understanding Paradigm Shift Technologies Internet of Things: Uniquely identifiable objects, connected in open protocols, interacting automatically
- 15. Noves competències a la RA La Transliteralitat, per habitar l’Univers de la Transmèdia Ref: http://www.giornalettismo.com/wp-content/uploads/2012/07/oversized-giant-big-everyday-object-11.jpg http://www.designerscall.com/blog/wp-content/uploads//2013/04/clothespin2.jpg Artist: Mehmet Ali Uysal (a Turkish professor of art at the Middle East Technical University) Location: Chaudfontaine Park (Belgium) Date: Created in 2010 for the Festival of the Five Seasons. Building process: @TransformSoc
- 16. Realitat Augmentada BMW, Ford, Mercedes, and other carmakers are using this technology now https://www.youtube.com/watch?v=Y5ywMb6SeGc https://www.youtube.com/watch?v=P9KPJlA5yds
- 17. Aprenentatge adaptatiu: Noves rutines personales http://4.bp.blogspot.com/-nJaOH_OI3gI/UdKtH-lEP5I/AAAAAAAAogU/pQCTQSFVjxI/s640/Cute+Funny+Babies+using+Computers9-www.go4pix.info.jpg
- 18. Construcció de coneixement, Construcció de comunitat http://www.teachthought.com/wp-content/uploads/2012/09/mikecogh2.jpg
- 19. Transliteracy & Transmedia • Llegir, escriure, parlar, escoltar i interactual en diferents plataformes, medis i entorns, llengües i registres. And in multiple languages!
- 21. Identitat virtual, realitat a la xarxa http://designtutorials4u.com/wp-content/uploads/2010/11/03_office.jpg http://www.gajfurniture.com/wp-content/uploads/2012/01/office_furniture2.jpg http://1.bp.blogspot.com/-vztdFProByY/USRrQnnwUwI/AAAAAAAABWc/Al-0XEkmL_c/s1600/7318269-birthday-cake-with-burning-candles.jpg http://www.narrabri.net/AccountData/28/content/images/pets1.jpg http://www.britannica.com/blogs/wp-content/uploads/2009/05/wiki.png PúblicPrivat Entorn virtualEntorn físic
- 23. Portafolis de l’alumnat i PLE Ref: http://media-cache-ec0.pinimg.com/736x/f4/94/7a/f4947a92ed2f4639e06b2bcb0dee11a6.jpg
- 24. Construir un projecte, aprendre a pensar http://ipad4schools.files.wordpress.com/2013/10/i4s-pbl-apps1.png?w=1754&h=1239 Aprenentatge Basat en Projectes Tenim eines per anar pas a pas!
- 25. Plataformes, Programes i Recursos http://3.bp.blogspot.com/- OJAIQNcRrjg/TVUQIrofZTI/AAAAAAAACKI/1GORKMKgSus/s1600/wikis+for+learning.JPG
- 26. eLearning & mLearning Identificar Seleccionar Usar Transformar
- 28. Internet de les coses: ampliem la BigData • Cada un de nosaltres tindrà un “Perfil Individual d’aprenentatge” • “L’ús de la tecnologia” condicionarà els recursos que ens oferirà la propia tecnologia • El nostre perfil d’aprenentatge s’actualitzarà en funció del què aprendrem i com ho apendrem.
- 29. Quines són les demandes sòcio-laborals? http://ouseful.files.wordpress.com/2014/09/economics_mit_edu_files_9758.png?w=700&h=542 Manual rutinària Manual No-rutinària Rutina cognitival Analítica No-rutinària Inter-personal No rutinaria Cognició Comunicació
- 30. Oct, 2013 Atur juvenil a Europa (2013)
- 33. https://ec.europa.eu/digital-agenda/en/news/guide-ict-related-activities-horizon-2020 Coneixement Sostenibilitat Inclusió Brussels, 26.8.2015 COM(2015) 408 final Com sabrem que anem bé?
- 34. PER QUÈ? Valors COM? Processos QUÈ? Recursos
- 36. Nomofòbia… … pendent dels mòbils? http://www.diasporaweb.es/resources/oreja-movil.jpg Ref: Gera Machine http://t3.gstatic.com/images?q=tbn:ANd9GcR7KqhLhyUz_GNnkNe44eSER3ByrhhszicozIkD2zcD66b7mVNa
- 37. Tecnologia de comunicació, portabilitat extrema Nokia FIT: Ring-shape Wearable Phone Concept http://img.designswan.com/2014/03/finger/1.jpg
- 38. Nous conceptes de comunicació The Blind Reader is a device that looks like a smartphone but functions like a text-to-Braille converter. http://www.gadgetsatz.com/wp-content/uploads/2013/04/It-looks-like-a-smartphone-but-it-is-a-reading-device-2.jpg Lector Braille Temporary tattoos could make electronic telepathy and telekinesis possible : http://img.gawkerassets.com/img/18f8k408rdthsjpg/ku-xlarge.jpg Tatuajes de telecomunicaciones http://cdn.freshome.com/wp-content/uploads/2011/08/LEDoorHandle-.jpg Internet de las cosas
- 39. Lectura automàtica: Anell portàtil Wearable Text-Reading Device: Finger Reader http://www.vilaweb.cat/media/continguts/000/090/400/thumbnails/thumb_474__4.jpg Full text:http://www.vilaweb.cat/noticia/4215438/20141017/dit-lector.html http://vimeo.com/86912300
- 40. Implant Coclear… traductor? Orelles amb Impressora 3D http://media.docsalud.com/imagenes//2011/2455_21_122313.jpg http://www.tehrantimes.com/cache/multithumb_thumbs/c_330_235_16777215_0___images_stories_edim_12_bionic-ears-translation-pic.jpg http://edition.cnn.com/2014/04/03/tech/innovation/3-d-printing-human-organs/
- 41. http://www.juanblogs.com/wp-content/uploads/2014/03/Looking-forward-for-Bionic-Olympics-in- 2016.jpg Ref: http://www.awesomeoff.com/images/entries/mainview/subdermal_ear.jpg Qui decidirà què? Implants mèdics, artístics, professionals? Stelarc: Un artista teatral… Cybathlon: Un esport bionic paralimpic…
- 42. Quins són els límits Ref: https://www.youtube.com/watch?v=EaHh50PHN5M Jerry va perdre un dit en un accident: Ara s’hi ha implantat un Flashdrive Amb elèctrodes implantats al cervell, Chirpy el colom, no té el control del seu cos. http://www.wired.com/images_blogs/photos/uncategorized/cyborg_pigeon2_2.jpg
- 43. Calen nous aprenentatges… • Privacitat • Responsabilitat • Comunicació • Motivació • Participació • Lideratge • Col·laboració • … … …
- 44. Competències digitals des de l’aprenentatge digital http://i.huffpost.com/gen/765264/thumbs/o-HANDS-COUNTING-facebook.jpg http://ctb.kantl.be/vanhoutte/teach/slides/graphics/textart.jpg http://www.photopoly.net/wp-content/uploads/06112010/8.jpg http://mytholipedia.com/wp-content/uploads/2014/03/sound-vibes.jpg
- 45. La realitat té molts nivells de profunditat invisibles… i no únicament la #RA! http://cdn.onextrapixel.com/wp-content/uploads/2012/07/mixed-reality.jpg
- 46. Àmbits d’avaluació en projectes educatius: tipologia de continguts en plans i projectes 3.Processos: aula 1.Context 5.Recursos2.Resultats 4.Processos: centre SGIE, 2011
- 48. Creació i dinamització de xarxes per la qualitat educativa AXIA, 2015: Quarta sessió Barcelona, Escola d’Administració Pública de Catalunya Carme Arnau <carnau@xtec.cat> Neus Lorenzo <nlorenzo@xtec.cat>http://www.tyrol.tl/images/cms/1266598656D_Kletternetz_Lauserland.jpg
Editor's Notes
- NL: What makes us human is our capacity for symbolic conceptualization on a grand scale. Since we started to speak, we have been transmitting our thoughts… using this skill for creating culture. Now, in the new complexity of the Internet, our culture has created a Continuum between Reality – Virtuality… This is what our study is about.
- NL: Here we have A and B… Which one is the real object?... Pay attention to the details: colours shadows… OK… and the result is… the chatbox…? Both are just pictures - electronic pulses: 0s and 1s in your computer… We perceive physical reality and digital reality with the same eyes… brain…the same decoding habits… RG: Magritte tried to make explicit their interest in meta-realities. For surrealists, there is a huge distance between a pipe and its representation. Is a photograph of a “real” pipe different from a painting of one? Is a digital representation of a photograph of a “real” pipe different from a digital image of a painting of one? The surrealists opened a philosophical reflection on perception, reality, and virtuality that, today, is becoming critical to our evolving understanding of space and time. …Let’s take a look at how participants in our survey perceive different “virtual” activities…
- RG: Human communication is based on the attempt to transmit what we perceive from the real world… When we speak or when we draw, we are trying to reproduce our mental image of an external object… the result might be quite far removed, but it creates a virtual representation of the original. NL Thanks to complex mathematical codification we can now reproduce and transmit reality in a more detailed manner… Eventually, we’ll be able to reproduce and transmit the actual mental image of our thoughts… Not by speaking, but with different devices… RG: The challenge is to use these skills to expand human capabilities and to augment human culture. The important part is the value we add, in the sharing process.
- <NL> So, it’s not that Internet is embeded in real objects… it’s that Everything enters the Internet: Soil, air, sea, bacteria… animals, and plants too!
- NL: Some years ago, if we spoke of Augmented Reality, people would have thought We were talking about enlarging physical objects. In the digital age, Augmented Reality means adding virtual information to real environments: - Text, images, movies, sounds… RG: It is digitally enhanced reality… It is ubiquitous… It’s asynhchronous… It’s social, It’s participatory and contextual
- RG
- In the Digital Age, Complexity is the Culture… and the essential skill is Connectivity.
- <NL> Our identities are now expanding in virtual spaces. We not only talk about private and public spaces, we also have physical and virtual spaces. There are things that are basically private and physical – celebrating birthdays or caring for a pet There are other things that are more public, such as learning environments or work spaces, But now we have to add a dematerialised space, a virtual environment, which is connected to our public sphere and to our interaction on the net. They are also evolving, and are including things that were also from private, physical spaces. We not upload birthday photos, or tweet about our pets… We are merging public, private, virtual and physical spaces in a very complex way.
- NL Someone has said that Mobile Learning is easier than traditional learning because it only requires Tap, Pinch and Swipe… But seriously, the most important difference is probably that Digital Learning affects not only the “channel” or the “tool” that is used in the learning process, but the power of potentially changing: context (learning can happen anywhere). content (different real sources and interaction with experts are available) modality (self-access and personalized learning itineraries can be technologically oriented through some sort of personalized assessment). social regulation (connectivity and social interaction creates digital identities and virtual personalities, complementing real-physical ones).
- RG A few of the better known teaching strategies include Webquest: A Sequence of Internet Oriented Research Tasks, presented by Bernie Dodge in 2005. Flipped Classroom: inverted classroom, exchanging the location of Instruction and Practice, introduced by Eric Mazur in 1990’s. MOOCs: Massive Open Online Corses, a term coined by Dave Cormier in 2008. NL The best way of keeping teaching strategies up-to-date is to understand how we become competent in learning situations: We identify and recognise ideas or concepts, we select and choose the ones that are useful and adopt and aplay them to specific situations, when we need to trasnform or create something… The reverse order is also possible, starting with a more intuitive and creative action that applies and uses selected tools and concepts that can then be recognized and identified. Both processes help discover and reflect on new knowledge.
- <NL> We are quickly arriving at a point where we can no longer distinguish physical and virtual spaces. We will interact in physical space with virtual objects. Telepresence will become the norm.
- RG Big Data Analytics will use our personal performance results to build personal profiles. The profile will interact with technological objects to channel material appropriate to learning style and level of each user, but it will also take into account global massive statistics to predict and update our probable needs and possible errors. In fact, human cognition is more predictible than we imagine… How many of you, looking at this picture, would imagine a story starting with… the half eaten apple on the right?...
- NL If we look at the Evolution of Information and Communication Technologies in Education Thirty years ago… The general debate was “what hardware and software should we use”. At schools, the focus was on learning the tools. ICT started to be a subject, Computers were part of the curriculum… Twenty years ago… The main concern was “how to apply ICT” and “where it could be incorporated” to help learn other subjects. The reflection was on how ICT was changing methods and procedures. The objective was “Learning how! And “Learning to Learn”. In the last ten years… We’ve been debating which principles and values should govern our use of Digital Learning. Now that IoT is providing a context, the focus is on questions such as sustainability, equity, privacy, collaboration and community building. The objective is to become a lifelong learner, and to learn how to be a digital citizen.
- NL This is a more elaborated example of draped wearable technology, from MIT: The FingerReader scans a line of text, and reads it aloud. It is addressed to vision-impaired, as it gives access to the majority of books not available in Braile. One could imagine other uses, including reading instruction for children, and eventually, oral translation on the fly from books in different languages. It’s potentially a powerful application
- RG Stelarc is a performance artist who has always worked to escape the limits of his body. He inserted a microphone into an ear crafted into his arm to broadcast everything he performed. The ear was cultivated from his own stem cells, and so not subject to rejection. Prosthetics made in this fashion can be grafted, rather than implanted in the body.
- RG Some of the decisions we are already making pose the question of limits. We are already adding accessories with no therapeutic value to our bodies, like Jerry and his flash drive implant. We are also deciding to invade the bodies of other species, which is not in itself new, but now we’re adding them to the internet of things. By objectifying animals, we are instrumentalizing their entire evolution.
- NL Fifty years ago, “Digital Learning” would just have been an inefficient way of counting or calculating… With modern communication technology, Digital Learning is an instructional practice that effectively uses technology to strengthen a student's learning experience. It takes advantatge of the fact that any human codified information can now be communicated and transferred through a series of ZEROS and ONES… (text, image, sound or animated movement…) … and now QR codes, Augmented Reality, or 3D media, and Internet of Things are changing the focus of digital learning and the digital literacies that accompany them.
- RG: Augmented Reality, for example, offers a sensorial expansion of reality: added information Meta-information shared It’s not just the shaman’s province.
- En la primera part de les jornades s’ha desenvolupat un primer nivell de concreció dels Plans educatius d’entorn que ens en dóna una visió global. Es tracta ara de fer un segon nivell de concreció, centrant-nos en els agents del Departament d’educació, per definir: 1- la zona d’actuació ( zona educativa) 2- la metodologia de treball: desenvolupament del treball en xarxa 3- els recursos 4- l’adequació del model als diferents escenaris inicials existents 5- les funcions: com nosaltres podem col.laborar-hi, implicar-nos-hi des de les nostres competències.