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K k y eav


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K k y eav

  1. 1. Knowingknowledge yLasActividades de Aprendizaje en EAV<br />Angel Monsalve<br />Octubre 1 de 2011<br />
  2. 2. Knowingknowledge<br />Learning implies: personal beliefs, networks, experiences, existing knowledge, and emotional intelligence.<br />The process of exclusion is a vital learning process.<br />Relevance is the requirement for adoption or use of virtually anything.<br />Learning is much more than exposure to content. Social, community, and collaborative approaches to learning are important.<br />
  3. 3. Otherissuesonlearning<br />Courses are fairly static. Knowledge is dynamic.<br /> Learning happens as we live life in our current knowledge economy.<br />What should our structures look like?<br />Open: anyone able to speak into the process<br />Governance: by those represented<br />Fostered: not only structured<br />Conducive: to knowledge flow, with barriers and obstructions eliminated.<br />
  4. 4. Types of learning in an Ecology learning<br />Formal learning: Provided by experts in traditional courses and programs. Defined by established knowledge. <br />Experience / game: problem-based. Learners define process and space. Adaptive, flexible. Experiential (product of other activities).<br />Mentor: personal (guided by an expert). Learning depends on individual performance.<br />
  5. 5. Performance support: based on needs and competences. Opens space to other learning approaches.<br />Self-learning: learning is personally driven. Learning for pleasure. Personal competence.<br />Community-based learning: diverse, social, dialogic. Different views.<br />Informal learning: conferences, workshops, colleagues. Ongoing process. Chaotic, not assessed.<br /> <br />
  6. 6. Connectivism<br />Awareness and Receptivity: Individuals acquire basic skills for handling information abundance, have access t o resources and tools.<br />Connection forming: individuals get familiar with tools and consume information from those tools.<br />Contribution and involvement: individuals start to create their materials through the network and chose the right tools for each task.<br />Pattern recognition: Individuals are network aware and competent, they move from passive content consumption to active contribution.<br />Meaning making: Individuals are capable of understanding meaning. They can adopt and adapt content and set viewpoints.<br />Praxis:metacognition (thinking about thinking). Individuals involve actively in creating knowledge and networking. Reflection-experimentation-action.<br />
  7. 7. Las Actividades de Aprendizaje en EAV <br />Fases:<br />Centrado en el profesor.<br />Conductismo (estímulo – respuesta).<br />Constructivismo (autonomía).<br />Enfoque sociocultural (interacción).<br />
  8. 8. La Actividad<br />“La sociedad es la que produce la actividad humana,” y la escuela diseña y planea las actividades de aprendizaje.<br />El objeto: deseo o necesidad de hacer.<br />la imagen mental: idea que tiene el sujeto de lo que desea o precisa.<br /> Propósitos de aprendizaje: el propósito es el que define el punto o la meta, no el profesor. <br />
  9. 9. Teoría de la actividad <br />la actividad siempre deberá estar guiada por los presupuestos conceptuales.<br />Ejercicio del cerebro, más que corporal.<br />Componentes de la actividad:<br />Las acciones: subprocesos necesarios para que la actividad sea exitosa.<br />Las operaciones: actos inconscientes (mecánicos).<br />Cambio de focalización: Convertir actividades en operaciones o viceversa. <br />