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Aprendizaje invisible alfabetismos para un mundo plano


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Aprendizaje invisible: alfabetismos para un mundo plano.

Cristóbal Cobo,coautor do libro "Aprendizaxe invisible, hacia unha nova ecoloxía da educación", preséntanos o webinar : "Aprendizaxe invisible: alfabetismos para un mundo plano".

Estás preparado para desaprender e enfrentarte a un nov remix de innovadoras paradigmas de aprendizaxe e desenvolvemento do capital humano?

Cristóbal Cobo é investigador do Oxford Internet Institute. Entre 2005 e 2010 foi profesor-investigador de FLACSO-México.Na Universidade Autónoma de Barcelona titulouse aos 29 anos cunha distinción "cum laude " de doctorado, ao desenvolver modelos experimentais para optimiza a interación entre persoa e máquina.Foi evaluador de políticas públicas para o goberno Mexicano en novas tecnoloxías e educación. Xunto a Hugo Pardo publicou "Planeta Web 2.0" que a día de hoxe rexistra máis de 170.000 descargas. No ano 2009 conseguíu unha beca pola Universidade de Oxford para realizar unha investigación sobre políticas públicas europeas e o desenvolvemento de competencias dixitais. En 2010 nombrárono membro do consello asesor do Informe Horizon Iberoamérica, estudo global que desenvolve o "The New Media Consortium".

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Aprendizaje invisible alfabetismos para un mundo plano

  1. 1. Cristóbal Cobo, phdOxford Internet Institute<br />
  2. 2. “My grandmother wanted me to have an education, so she kept me out of school.” Margaret Mead.<br />
  3. 3. <ul><li>… as a significant in its future affect upon the American way of living…something that every educator must take into consideration.
  4. 4. …. open ups a brand new world. </li></ul>ipad<br />ipad<br />
  5. 5. […TV] <br /><ul><li>… as a significant in its future affect upon the American way of living…something that every educator must take into consideration.
  6. 6. …. open ups a brand new world. </li></ul> […TV] <br />Spokane Daily <br />Chronicle –<br />Oct 29, 1948. <br />
  7. 7. Changing the rules<br /><br />Martin Luther King, Jr. (1929 –1968)<br />“the vision of a color blind society”<br />a technology mature education<br />
  8. 8. Intellect Technology Association> Department for Education (DfE) in the UK: <br />"El sistema actual está demasiado centrado en enseñar a los estudiantes cómo utilizar software específicos y no favorece el desarrollo de habilidades informáticas más avanzadas".<br />Existe la necesidad de adoptar una capacitación más amplia en el uso de TIC que favorezcan una mayor creatividad, donde contenidosinteractivos y tecnología multimedia se empleen transversalmenteen distintas clases.<br />
  9. 9. Intensity of computer use in school lessons, and digital reading performance[OECD average-15]<br /><br />
  10. 10. 1895<br />Herbert George Wells,<br />
  11. 11. “Education is no longer terminal”. <br />The explosion of knowledge will cause sweeping curriculums changes”.<br />“There will be so much knowledge available that the primary problemwill be to teach students how to find what they need”. <br />“Technologies […] opportunities for learning new skills”. <br />“The greatest challenge education faces is to deal with the new importance of radio, television, recording … will be a crucial”. <br />2010<br />1967<br />Inspired by Technology,<br />Driven by Pedagogy<br />The Leader Post.<br />
  12. 12.<br />370 BC<br />Plato critiques the writing because it weakens the memory and leads people to forgetfulness…. <br />{Phaedrus(275a)}<br />
  13. 13. info-nano-eco-cogno era > new literacies<br />Source: Foguer.1999. Catching Up with the Economy. American Economic Review. 89(1)<br /><br />World Population<br /><br />Time (Years)<br />
  14. 14.
  15. 15. Internet blocked in schools<br />"shut down"<br />
  16. 16. statements<br />“We drive into the future using only our rear view mirror.” Marshall McLuhan<br />
  17. 17. Statement #1<br /> imposing technologies in a fairly inflexible way<br />
  18. 18.<br />Have we focused too much on the technology (since Skinner)?<br />Skinner and teaching machine<br />Frederic Skinner, <br />Harvard University<br />List of questions.<br /> Mechanism to respond.<br />1958<br /><br />
  19. 19. 1995<br />Unreliable, boring, more technology to do the same.<br />Memorization. Mechanical Task. Limited in time/space.<br /><br />future><br />
  20. 20. 1920/2010<br />post modern schools<br /><br /><br />
  21. 21.
  22. 22. ¿Quées lo que no queremos?Nuevastecnologíasparahacer lo mismode siempre<br /><br />
  23. 23. Statement #2<br />traditional literacy + 21st century literacies<br />illiterate educational institutions<br />1950<br />Literacy: number of people (+15) who can read and write<br />
  24. 24. World (traditional) illiteracy<br />Matthew White (1997) <br />Increase 3 times Afghanistan/Niger<br />
  25. 25. United Nations Millennium Development Goals<br />Increase adult literacy by 50%<br />2015<br />
  26. 26. World Illiteracy Rate 1970 – 2000 (prognosis for 2005 – 2015), age 15 years and over. Source UNESCO Institute for Statistics (UIS).<br />
  27. 27.
  28. 28. 8<br />Television: Total Revenue by Category,<br />as % of GDP, 1970-2009<br />Sources: U.S. Census; trade associations; industry analysts; 10-K reports; author estimations<br />Preliminary data (Waterman/Ji, March, 2011)<br />
  29. 29. 9<br />Movie Theaters/Video: Total Revenue by Category <br />as % of GDP, 1970-2009<br />Sources: U.S. Census; trade associations; industry analysts; 10-K reports; author estimations<br />Preliminary data (Waterman/Ji, March, 2011)<br />
  30. 30.<br /><br />Access only 2 every 7<br />One (random) day in Wikipedia…<br />Digital divide > connectivity<br />424,000 articles + 14,200 geo-tagged events. <br />[by Gareth Lloyd and Tom Martin.]<br />Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the World’s Knowledge. London, Convoco! Edition. Oxford Internet Institute.<br />More Articles of Antarctica than any other country in South America or Africa<br />84% articles from EU and US<br />
  31. 31. OECD - [digital reading skills] 2011<br /><ul><li>Capability to evaluate information from several web-based sources, assessingthe credibilityand utility of what they read using criteriathat they have generated themselves.
  32. 32. Ability to work out a pathway across multiple sites to find information without explicit direction: </li></ul> that is autonomousand efficiently.<br /><ul><li>These two capabilities – critical evaluation and expertise in locating relevant information – are key skills in a medium in which there is virtually unlimited material available, and in which the integrity of the sources is often dubious.”</li></ul>Digi-Log: "Briefcase Portability" (1976)<br />
  33. 33. 3 basicliteracies<br /><br />Content creation<br />Sharing of <br />knowledge <br />Translation/<br />integration<br />Literacy: capacity to apply knowledge and skills in key areas to analyse, communicate effectively, solve problems in different situations(OCDE, 2004).<br />
  34. 34.<br />less Copyright and more right to copy<br />Basic literacy #1 <br />Create/ Connect / Aggregation<br />
  35. 35.
  36. 36. repliers > connectors<br /><br />Basic Literacy # 2 <br />Translation (meaning-format), Transformation, Contextualization, <br />
  37. 37. ‘everybody lies’<br /><br />Where is Hillary Clinton?<br /><br />Retrieve, select, analyze, contextualize <br />
  38. 38. Basic literacy #3 <br />Knowledge distribution, low cost, decentralization<br /><br />
  39. 39.<br />SCOLARI, C. COBO, C. and PARDO, H. (forthcoming) Should We Take Disintermediation In Higher Education Seriously? Expertise, Knowledge Brokering, and Knowledge Translation in the Age of Disintermediation. In Takševa, T. (coord.) Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination. IGI Global (Idea Group Reference).<br />
  40. 40. El aula comolaboratorio o sala de prensa<br />
  41. 41. Statement #3<br />content<br />container<br />technical innovation<br />360º<br />social innovation<br />context<br />
  42. 42. contenido: librería<br />continente: dispositivo<br />contenido + contexto: escuelaanalógica<br />contenido + continente: laptops subutilizada<br />contenido+ continente + (multi)contexto: aprendizaje invisible<br /><br />
  43. 43. Committee for Democracy in Information Technology <br />(1995, Santa Marta -slum-, Rio de Janeiro, Brazil)<br />Using Internet to attack young people at risk<br />slum children, indigenous, former prisoners, physically & mentally disables.<br />Regional offices in 20 Brazilian States, + Colombia, Uruguay, Chile, Mexico, Guatemala, Honduras, Japan, Angola, South Africa & Argentina (5000 café – 850 community centers)<br />
  44. 44. To build new bridges between different kinds of learning<br />Project: To develop an IT project relevant for the community<br />{ 1 }<br />
  45. 45. Experimentalcommunities> <br />trial/error + combine disciplines + <br />Problem based learning<br />[real world] ICT outside of the classroom<br />{ 2 }<br />
  46. 46. We learn….<br />10% of what we read.<br />20% of what we hear.<br />30% of what we see.<br />50% of what we both see and hear.<br />70% of what is discussed with others<br />80% of what we experience<br />95% of what we teach<br />-William Glasser-<br />Peer based learning<br />micro-transference (exchange of experiences)<br />– (different ages, uses context)<br />“doesn´t matter if kids don´t have a great IT teacher” (SugataMitra)<br />{ 3 }<br />
  47. 47. Lifelong learning > DIY (time/spaces)<br />‘we need to engineer new technologies to help them HOW to learn, not WHAT to learn’<br />(Moravec)<br />70/20/10<br />70% work/experience.<br />20% interaction with others.<br />10% formal learning.<br />90% of what we learn come informally<br />Princeton´s center for creative leadership<br />{ 4 }<br />
  48. 48. More flexibleinstrument of assessment<br />Recognize tacit knowledge + soft skills.<br />“Life is not a multiple choice test, it's an open-book essay exam” <br />Alan Blinder (Princeton) <br />"Recognition of Non-Formal and <br />Informal Learning" OCDE. Werquin. 2010<br />{ 5 }<br />
  49. 49. John Moravec, phd<br />DocenteEstudiosde Innovación<br />Posgradode EstudiosLiberales,<br />Universidad de Minnesota.<br />Cristóbal Cobo Romaní, phd<br />Oxford Internet Institute<br />University of Oxford<br /><br />
  50. 50. From hardware to the mindware<br />Lets dream with an education that includes technology no to make old thing faster but to trigger creativity and innovation<br />
  51. 51. 360º:Visióncrítica inn. tecnológicaModelos de generación.Modelos de distribución - OER.Redeficinición de espacios.Repensari. evaluación.Rediseñar m. acreditación.Mayor movilidad.DIY + LLL.Experimentation continua.Habilidadesblandas.Laboratorios de colaboraciónCompetencias + madurez digital<br />San Francisco Exploratorium<br />
  52. 52. Eugene Register-Guard – Sep 5, 1963. <br />… the future of the US education. Scientific technology has been taking place in the classroom in the form of educational television, teaching machines, electronic computers […] There is so much to learn and so little time in which to learn it… Tape recorders, earphones and phonographs [give students] individualized instruction”.<br />