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"La innovación pendiente: nuevas formas de evaluar y reconocer el conocimiento en la era digital"

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-Pareciera que la innovación está sólo en los gadgets y herramientas digitales. Sin embargo, uno de los cambios más profundos está en la (re) conceptualización del conocimiento.
-Mientras seguimos explorando las mejores pedagogías para aprender con tecnología, vemos que las (verdaderamente) nuevas tecnologías (inteligencia artificial) están empezando a desarrollar capacidades de aprender.
-¿Por qué la disrupción aún no llega al aula (si ya llegó la tecnología)? ¿Qué habilidades serán desplazadas si empiezan a surgir más sistemas autómatas (máquinas que aprenden)? ¿Si innovamos en las tecnologías por qué no lo hacemos en las formas de evaluar y reconocer el conocimiento?.

La charla: La innovación pendiente: Nuevas formas de evaluar y reconocer el conocimiento en la era digital, se dictó en BETT LATAM en Ciudad de México en Octubre de 2016.

Más información:
innovacionpendiente.com

Published in: Education
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"La innovación pendiente: nuevas formas de evaluar y reconocer el conocimiento en la era digital"

  1. 1. innovacionpendiente.com @cristobalcobo
  2. 2. Asimetría Mientras #EdTECH mejoras parciales (OCDE) – i.A. evoluciona aceleradamente
  3. 3. ¿qué significa ser competente digitalmente? ¿Cómo innovar con inclusión?
  4. 4. ¿Esto era el futuro? Dependencia – Individualismo – Privacidad – Superficialidad – Deshumanización - Sobreabundancia
  5. 5. obsolescencia programada
  6. 6. Internet y disrupción innovación Radical: banca-Telecom-prensa-social-turismo-ciencia-gobierno-¿Y Educación?
  7. 7. inteligencia artificial
  8. 8. AutonomousRoboticShelfScanning(AuRoSS) aprendizaje de máquinas (sin supervisión) Reemplazo cuello azul ≻ blanco ⟫ Oxford 47% prof. ¿implicancias éticas? ¿educación? reconocimiento voz, imagen, texto
  9. 9. Competencias exclusivamente humanas ahora son tercerizadas (lenguaje, racionamiento, adaptación, aprender-entrenamiento, identificación de patrones) 10
  10. 10. No vamos a programar más tecnología, sino entrenar la tecnología ("educar"). (reconocimiento de voz, de texto, e imagen) 11
  11. 11. Malas experiencias de inteligencia artificial (mensajes ofensivos). Microsoft Tay. 12
  12. 12. Habilidades y profesiones que tienden a ser susceptibles de reemplazo. 13
  13. 13. Frey, C. B. y Osborne, M. A. (2013). The future of employment: Si ahora las máquinas aprenden, ¿qué enseñarles a los que no son máquinas?
  14. 14. ‘Deja de predecir el futuro. Déjaselo a los robots que se robarán tu trabajo’ (Jess Zimmerman, 2014)
  15. 15. contenido –contenedor -contexto innovacionpendiente.com
  16. 16. nuevos ecosistemas de información Cambia rol ‘experto’: acceder↝producir↝distribuir↝renovar↝aplicar (no estructurados) 4.0
  17. 17. de la competencia digital a la competencia pedagógicia enriquecida con dispositivos 1/3 de escuelas inglesas prohiben móviles (distraen o interrupen)." - LSE: Prohibirlos es una semana más de clases al año
  18. 18. innovacionpendiente.com contenedor contenido contexto
  19. 19. desobediencia tecnológica innovacionpendiente.com
  20. 20. de aprender a seguir instrucciones a aprender a resolver problemas ikeahackers.net “desobediencia tecnológica” intervenir y manipular tecnología para utilizarla con fines distintos para los cuales fue creada
  21. 21. Enseñar no es transferir conocimiento, sino crear las posibilidades para su producción o su construcción.
  22. 22. makeymakey.com Convierte objetos cotidianos en paneles táctiles (programación, arte, juego y otros objetos) Dejar de ser usuario de tecnología…B
  23. 23. “Todo el mundo debiese aprender a programar un computador, porque te enseña a pensar” " (Steve Jobs) Arduino: •  Placas (micro- procesador) código- abierto -hardware y software flexibles para crear objetos interactivos.
  24. 24. Hackathon & Makeathon: disBntas disciplinas (ingenieros, arBstas, diseñadores y desarrolladores) se reúnen 48 hrs para crear proyectos mulBdisciplinarios que solucionen un problema real.
  25. 25. ¿qué enseñar? innovacionpendiente.com
  26. 26. aprender a conocer <evaluar lo que sabemos> aprender a hacer <evaluar lo que hacemos> conocimientos competencias aprender a aprender
  27. 27. Ejes Pedagogía Andragogía Heutagogía Aprendizaje dirigido por el docente Aprendizaje Autodirigido Aprendizaje Autodirigido Dependencia Docente Determina. El Aprendiz es dependiente Aprendiz es independiente (logra resolver problemas) Aprendiz 'descubre nuevos problemas' Razón para Aprender Confianza en el docente. Aprendiz busca orientación pero es responsable de su aprendizaje Aprendizaje asume plena responsabilidad e autonomía. Foco del Aprendizaje Centrado en contenido (curriculo) Aprendizaje por objetivos (trans- disciplinar) Aprendizaje por interrogantes e incertidumbre, visión largo plazo Motivación por Aprender Extrínseca (padres, docentes, competencia) Intrínseca (autoestima) Gusto por aprender a aprender (competencia adaptativa) Rol del Docente Pedagogo. Diseña el proceso de aprendizaje. Facilitador. Anima a explorar diversas rutas. Mentor. Promueve cultura de exploración y colaboración Pedagogía ☞ Heutagogía
  28. 28. Nuevos alfabetismos
  29. 29. Oversharing self regulation
  30. 30. Cultura re-mezcla
  31. 31. Ciudadanía e IdenBdad Digital Ciudadanía e Identidad Digital Administración Tiempo en Pantalla Administración Cyberbullying Administración Cyber Seguridad Administración Privacidad Pensamiento Crítico Huella Digital Empatía Digital nuevas competencias digitales
  32. 32. innovacionpendiente.com Ocho cualidades críticas > Nuevo rol docente… ✏ Capacidad de crear conocimiento ⚖ Sentido de ciudadanía digital 🌍 Mentalidad global 👟 Capacidad de aprender de manera flexible 🚀 Instinto de autoexploración 👬 Capacidad para aprender colaborativamente 🌀 Multialfabetismo 💾 Habilidad para ser artesano digital
  33. 33. ¿cómo evaluar? innovacionpendiente.com
  34. 34. intencional inesperado formal informal calificación acreditación exportable tácito
  35. 35. Una innovación pendiente: saber ser/hacer/conocer- (PENSM.CompU.+creatividad+Intel.Soc.) la revolución no es tecnológica sino cognitiva Lo que no evalúas lo devalúas
  36. 36. Hernando, A. (2015). Viaje a la escuela del siglo XXI. Fundación telefónica.
  37. 37. Habilidades para trabajar en Proyectos Medioambientales Estudiantes Juan María Mario Pedro Mario Ana Identifico principales problemas ambientales             Sé cuáles son las consecuencias del impacto medio ambiental             Puedo identificar las principales causas del problema medio ambiental             Puedeo identificar los actores claves a nivel nacional en este tema             Puedeo identificar los actores claves a nivel local en este tema             Puedo desarrollar un proyecto vinculado a la toma de conciencia frente a este tema             Puedo trabajar en equipo en el desarrollo de proyectos relacionados             Puedo evaluar los impactos de mi proyecto             Puedo incorporar mejoras a las debilidades de mi proyecto             Sí conozco este tema y puedo ayudar a otros en este tema a Conozco este tema/destreza y me siento confiado, puedo usarlo b No necesito saberlo ahora pero puedo aprenderlo por mi cuenta c No necesito saberlo ahora pero podría necesitar orientación d No lo sé y no siento que esto es parte de mi trabajo e
  38. 38. 1.En vez de valorar lo que mides, mejor mide lo que valoras. 2.Crea nuevos mecanismos de reconocimiento de aprendizajes. 3.Además del tiempo en clases, valora cómo se aplica lo aprendido. 4.Reconoce, valora y promueve habilidades no-cognitivas. 5.Error como una buena solución: feedback y reforzamiento.
  39. 39. Aprender Haciendo (ABP) y Aprender con Otros (≠Contextos) Nuevas Mediciones (evaluar ≠Validar) Habilidades Digitales (crítico y programar) Desobediencia tecnológica (creador más que consumidor) Promover la heutagogía (educación ≠ aprendizaje) Co-Creación & Experimentación (construccionismo) 6
  40. 40. ☟ INNOVACIONPENDIENTE.COM Isaac Asimov (1988) @cristobalcobo

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