Este documento presenta los conceptos clave de la teoría general de sistemas y su aplicación al análisis de sistemas educativos. Explica que un sistema se compone de subsistemas en interacción, y que la educación es un sistema dinámico y complejo compuesto de diversos subsistemas como el proceso instructivo, los alumnos, y los contenidos. Además, señala que el enfoque de sistemas es útil para estudiar la estructura y funcionamiento de la educación, así como las relaciones entre sus diferentes componentes.
Semipresencialitat a la Xarxa Vives: resultats preliminarsJoan Simon
Primera aproximació als resultats més rellevants del projecte REDICE 2010 de l'ICE-UB sobre l'estat actual de la modalitat semipresencial en les universitats del nostre entorn emmarcats dins la Xarxa Vives
Este documento presenta los conceptos clave de la teoría general de sistemas y su aplicación al análisis de sistemas educativos. Explica que un sistema se compone de subsistemas en interacción, y que la educación es un sistema dinámico y complejo compuesto de diversos subsistemas como el proceso instructivo, los alumnos, y los contenidos. Además, señala que el enfoque de sistemas es útil para estudiar la estructura y funcionamiento de la educación, así como las relaciones entre sus diferentes componentes.
Semipresencialitat a la Xarxa Vives: resultats preliminarsJoan Simon
Primera aproximació als resultats més rellevants del projecte REDICE 2010 de l'ICE-UB sobre l'estat actual de la modalitat semipresencial en les universitats del nostre entorn emmarcats dins la Xarxa Vives
Idees força de les presentacions i taules rodones sel seminari "MOOCs - reptes i oportunitats per a les universitats", organitzat per l'ACUP el 26 de juny 2013
Ponència presentada al CAR de Sant Cugat per explicar la modalitat semipresencial d'assistència a classes de F.P. d'informàtica a l'IES Nicolau Copèrnic
The document discusses low-cost approaches to developing MOOCs. It compares xMOOCs and cMOOCs, noting that xMOOCs require higher upfront costs for preparation while cMOOCs have higher costs during the course. Several strategies are proposed for maximizing registration, reducing dropout rates, establishing efficient teams and schedules, sustaining communication, and leveraging open educational resources. The goal is to optimize use of time, money, and other resources when developing MOOCs.
Idees força de les presentacions i taules rodones sel seminari "MOOCs - reptes i oportunitats per a les universitats", organitzat per l'ACUP el 26 de juny 2013
Ponència presentada al CAR de Sant Cugat per explicar la modalitat semipresencial d'assistència a classes de F.P. d'informàtica a l'IES Nicolau Copèrnic
The document discusses low-cost approaches to developing MOOCs. It compares xMOOCs and cMOOCs, noting that xMOOCs require higher upfront costs for preparation while cMOOCs have higher costs during the course. Several strategies are proposed for maximizing registration, reducing dropout rates, establishing efficient teams and schedules, sustaining communication, and leveraging open educational resources. The goal is to optimize use of time, money, and other resources when developing MOOCs.
Everyday Analogies to understand Aromaticity - Sílvia Simon
- Sílvia Simon, Jordi Poater, Miquel Duran, and Miquel Solà from the Institut de Química Computaciona i Catàlisi, Universitat de Girona presented on using everyday analogies to understand aromaticity.
- They discussed Hückel's rule for aromaticity in monocyclic systems with planar symmetry and how it strictly applies to systems with 4n+2 electrons in the ring.
- The presentation concluded that everyday analogies can help explain aromaticity if combined with visual tools, and concepts need ways for people to see, touch, and experience them.
Everyday Analogies to Understand The Concept of AromaticitySílvia Simon
This document discusses the concept of aromaticity through everyday analogies. It introduces Hückel's rule, which states that monocyclic rings must have 4n+2 electrons to be aromatic. However, this rule strictly applies only to planar systems. The document explores how aromaticity can also depend on a molecule's topology, even if it is non-planar. It concludes that everyday analogies can help explain aromaticity, but complex concepts also benefit from more advanced tools, and need to engage the senses through images, models, etc.
Zero chemistry MOOC: Building bridges towards UniversitySílvia Simon
The document discusses the Zero Chemistry MOOC, which aims to build bridges towards university for students. It promotes open education and knowledge through MOOCs. The MOOC is led by a team from the University of Girona and discusses topics like education, open knowledge, and low-cost MOOC production through initiatives like Moocs4all.eu. It encourages participation through the hashtag #QuimZeroMOOC.
This document discusses sustainable approaches to MOOCs in terms of communication, pedagogy, and optimization of time, money, and personal energy spent. It compares MOOCs to MOODLE platforms and courses. MOOCs tend to have massive numbers of students, easy registration with no cost, short introductory video clips as the main tool, and social communities that extend beyond the course. They also experience large dropout rates in the early days. In contrast, MOODLE courses have limited student numbers, costly registration, integrate standard platforms without specific video elements, and do not focus on building communities. The document asks what constitutes a low-cost approach to communication and pedagogy.
The document provides tips for maximizing student registration and minimizing dropouts for online courses. To maximize registrations, it recommends finding an engaging course topic, having expertise in the course content, considering the target audience, creating promotional videos, and engaging in international marketing. To minimize dropouts, it suggests conducting surveys during the course, asking thought-provoking discussion questions, using a variety of assessment types and timing them appropriately, and utilizing gamification techniques and rewards.
This document discusses communication and scheduling for a team. It recommends using simple corporate or group social networking for communication, as well as instant messaging for quick questions and answers. It also stresses the importance of optimizing the team's time schedule and identifying the what, when, who, how, where, and why for each task.
This document discusses reasons for dropping out of online courses and tips to prevent it. The main reasons for dropping out are that the course contents did not meet expectations, the course required too much work, or the participant was just curious and only looked at the first part of the course. To prevent dropping out, the document recommends keeping students engaged by making content attractive, defining clear time periods for modules, making modules independent of each other, and providing rewards and evaluations for students.
The document discusses key milestones and objectives in assessing a Massive Open Online Course (MOOC) project. The main objectives are to analyze student progression by tracking how many students complete each module and task and watch every video, as well as monitoring student withdrawal. It also addresses measuring student and instructor effort spent on the course relative to initial proposals. Finally, it raises questions about ensuring quality assurance in MOOCs and their role in accreditation and life-long learning.
This document discusses evaluation in MOOCs. It covers various evaluation tools like multiple choice tests and peer-to-peer evaluation. It also addresses who should evaluate, what should be evaluated, and the optimal timing for evaluations. The goal is to change traditional assessment methods and professor roles to better suit the massive scale of MOOCs.
Sóc Investigadora: Set Idees Claus de com Comunicar la RecercaSílvia Simon
This document outlines seven key ideas for communicating research presented by Sílvia Simon. The seven ideas are: 1) using one's CV and social media to promote professional and research activities, 2) creating and sharing videos to engage various audiences, 3) developing Massive Open Online Courses (MOOCs) to disseminate research, 4) leveraging Web 2.0 tools to involve the public, 5) participating in singular public events like TED talks, 6) hosting public science events and festivals, and 7) collaborating on international projects to expand the reach of research communication. The document provides examples for each idea to illustrate strategies for researchers to effectively communicate their work.
Viceverba_appdelmes_0624_joc per aprendre verbs llatinsDaniel Fernández
Vice Verba és una aplicació educativa dissenyada per ajudar els estudiants de llatí a aprendre i practicar verbs llatins d'una manera interactiva i entretinguda.
Els MOOCs. repte per a les Universitats, Oportunitats pels Estidos PreUniversitaris
1. Els
MOOCs,
repte
per
a
les
Universitats,
oportunitats
pels
Estudis
PreUniversitaris
Sílvia
Simon,
UdG
silvia.simon@udg.edu
@SilviaSimonR
JPO
per
a
Professors
de
Secundària
Girona,
UdG,
29
de
Gener
del
2014
2.
3.
4. NYT
&
MOOCs
(20/4/13)
2012:
The
Year
of
the
MOOC
14. CURSOS
Molts
Estudiants
(Massiu)
Nombre
limitat
d’estudiants
Gran
Abandonament
els
primers
dies
Poc
abandonament
No
costa
res
registrar-‐
s’hi,
en
general
Costos
normals
de
matrícula,
habitualment
15. CURSOS
CerTficat
genèric
opcional,
CerTficat
específic
open
badget
Cursos
més
aviat
acTus
Cursos
que
poden
ser
menys
acTus
16. PLATAFORMA
Massiu
Limitat
Registre
senzill
Costos
de
matrícula
Plataforma
específica
concreta
Plataforma
estàndard
Integració
en
una
gran
estructura
de
màrkeTng
17. EINES
Vídeo
Protagonista
Vídeo
un
element
més,
sovint
inexistent
Clics
de
vídeos
curts
Algunes
gravacions
de
classes,
llargues
18. EINES
Peer-‐to-‐Peer
(P2P)
En
general
no
Hangout
per
interactuar
Trobades
presencials
Recursos
EducaTus
Oberts
Poden
haver-‐n’hi
de
no
oberts
19. EINES
Avaluació
automàTca
(la
Avaluació
interactuant
prepara
el
professor
abans)
Plataforma
específica
Plataforma
general
20. ESTUDIANTS
Massiu
Limitat
Gran
abandonament
els
primers
dies
Poc
abandonament
Sense
horari
específic
Pot
haver-‐hi
límits
específics
22. CONTINGUTS/APRENETATGE
Flux
d’aprenentatge
poc
Flux
d’aprenentatge
pautat
més
pautat
Llibertat
de
tema
Temes
limitats
a
àrea
de
coneixament
Aprenentatge
cooperaTu
Aprenent
top-‐down
35. 5.
ALUMNES
Paritat
de
gènere
Majoritàriament
estudis
Univeristaris
70%
àmbit
cienmfic
30%
ha
inverTt
menys
de
les
4
hores/setmana
No
hi
ha
cap
mòdul
en
general
que
destaqui
40%
dones
Majoritàriament
estudis
Univeristaris
(no
doctors)
60%
àmbit
cienmfic
50%
ha
inverTt
menys
de
les
4
hores/setmana
No
hi
ha
cap
mòdul
en
general
que
destaqui
36. Dos
cursos
MOOC
a
MiriadaX
• PROS
– Bona
escalabilitat
– Impacte
comunitat
hispanoamericana
– Innovació
– Oportunitat,
millorar,
engrescador
– Creació
comunitats
de
aprenentatge
– Model
obert
de
aprenentatge
• CONTRES
(superats)
– Desconnexions
– Indisponibilitat
temporal
– Canvis
de
criteri
en
p2p,
cerTficació,
dubtes,
etc.
– Aspecte
poc
atracTu
– Tractament
primiTu
video
– Farragós
per
posar
tests,
en
general
per
editar