Call for Paper #elearning papers August 23rd 2013. Design for Learning Spaces and Innovative Classrooms

Hoy traemos a este espacio al Call For PAPERS de la revista #elearningpapers ... que se ha extendido hasta ...

Convocatoria de propuestas
Design for Learning Spaces and Innovative Classrooms  (Deadline, July 28th 2013 August 23rd 2013)

The context of the learning experience changes over time, with technological, economic and social developments influencing the types of spaces learners and teachers require in order achieve their desired outcomes. Throughout Europe, the educational facilities sector is undergoing significant change both in the demographics of the student body and from technologically driven changes in teaching and learning. Currently, the financial climate and resulting government budget cuts are creating challenging times for the sector.

How can we inform, guide and support the sustainable development of learning and teaching spaces and practices, maximizing flexibility so they can be used by as many disciplines as possible? Learning space designs frequently reflect didactic modes of learning without paying adequate attention to other important modes. As Gibbons and Fried Foster (2007, p. 82) point out, university staff tends to assume that the experiences of students today are similar to their own experiences as students, but this is not the case. Research suggests that we should make use of technologies and approaches that students prefer; future schools  should be organized to accommodate learner-generated aspects of their learning experience.  Gibbons and Fried Foster advocate a user-centered design approach founded in an understanding of the diversity of student experiences.

Over the last few years, we have observed a paradigm change that shows a move towards an increasingly learner-centered approach to teaching and learning. The meaning of learning has changed from a one-directional instructional method to emphasizing the fact that knowledge is built through collaboration between teachers and students, or amongst peers themselves, working on projects and tasks or solving problems.

Another major factor that has had a tremendous impact on the way we learn is the sometimes overwhelming amount and presence of all kinds of technologies that support teaching and learning. These range from whiteboards and tablets, to web-conferencing online tools and all sorts of digital resources.

All the above has increasingly made traditional learning spaces obsolete. In the same way that formal and informal learning blur, so do the confined spaces devoted to such learning practices. Study rooms, common areas and cafeterias merge into one-for-all spaces that allow learning to spring from interaction amongst different actors. Current learning spaces require some flexible physical spaces that are able to host embedded technologies almost unnoticeably, while also integrating the physical environment outside the building as yet another source of direct knowledge and exploration for students.

As blended learning becomes the new trend in constructing effective innovative classrooms, the demand for small and easily adaptable learning becomes more apparent. In this state of affairs, it is crucial to bring together instructional designers and architects when designing learning spaces.

To what extent are higher education institutions and school communities working towards this goal? What type challenges do instructional designers face regarding physical and virtual spaces when creating their syllabi and class plans? And what type of problems can practitioners share in order to effectively design virtual and physical learning environments? Will changing learning spaces force better teaching practices for those teachers less convinced of the benefits of technological and innovative classrooms?

This issue of eLearning Papers explores practices and experiences in designing learning spaces specifically for innovative and creative classrooms. We especially invite contributions which address one or several of the following issues:

  • Experiences about the design and implementation of innovative learning spaces
  • Creative learning spaces to inspire teachers and students
  • Learning spaces for different purposes to motivate different types of learning
  • Designing flexible learning spaces to accommodate innovative pedagogies
  • Design and teamwork in developing the e-mature school environment
  • Designing and refurbishing schools and classrooms for 21st century learning
  • Redefining physical space and time (ubiquitous learning)
  • Innovative experiences with learning spaces
The article submission deadline is July 28th, 2013. The anticipated publication date: end of August 2013. For further information and to submit your article, please contact Laia Canals, current chief editor, at editorialteam[at]elearningeuropa.info

Guest editor: Prof. Dr. Mike Keppell, Executive Director and Professor, Australian Digital Futures Institute at University of Southern Queensland.

The submissions must comply with the following guidelines:
  • Submission language: English
  • Title: must effectively and creatively communicate the content of the article and may include a subtitle.
  • Executive summary for the In-depth section should not exceed 200 words.
  • Executive summary for the From the Field section should not exceed 50 words.
  • Keywords: up to five relevant keywords must be included.
  • In-depth full texts: articles should range from 4,000 to 6,000 words.
  • From the Field texts: texts should not exceed 1,200 words.
  • Conclusions: special importance is given to the representation of the conclusions, which should be clearly stated both in the summary and at the end of the article.
  • References: All the references must be adequately cited and listed.
  • Author profile: author name, institution, position and e-mail address must accompany each submission.
  • Images: Please send high resolution JPEG files
See the complete guidelines at: Instructions for writers


Continuous call for papers on open topics (no deadline)
Besides the specific calls for papers, we always consider open topic papers to be published according to available space in the publication and quality of submissions. Please feel free to contact us for further information and submit your paper by sending it to: editorialteam[at]elearningeuropa.info.


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The Big Band theory, #squirt o viruela …? #MOOCs and Beyond . #eLearning Papers nº 33 .. conversaciones en red @exilioyregreso & @cristobalsuarez & @eraser

 Capítulo 2 - La hipótesis del gran cerebro (The Big Brain Hypothesis)
  • (Subiendo los muebles de Penny)
Leonard:-No necesitamos fuerza, somos físicos... Somos los descendientes intelectuales de Arquímedes, dame un punto de apoyo y moveré el mundo, la cuestión es que si esto se me cae encima (empieza a levantar los muebles) ¡Uy, uy, uy! ¡Ayúdame!
Sheldon (ayudando a levantarse a Leonard):-Arquímedes estaría orgulloso.
Leonard:-¿Otra idea?
Sheldon:-Sí, pero creo que todas involucran superpoderes.
(Se les cae el mueble)
  • Sheldon:-Oh, gravedad, ramera despiadada. 

The Big Bang Theory. Serie de Televisión Estadounidense


Hoy traemos a este espacio el número 33 de elearning papers , la revista electrónica de elearning europa.info  titulada  MOOCs and Beyond  .. que como no podía ser de otra forma, se apunta a la FIEBRE MOOC ... una viruela pasajera, una enfermedad, .. un OVNI ...un nuevo aparato y/o/u ARTEFACTO de control social ? ;-) ... aquí tenéis el editorial que firman  Yishay Mor, Tapio Koskinen :

In August, 2012, four months after opening, Coursera—one of several Massive Open Online Course (MOOC) providers quickly gaining traction on the Internet—registered one million students, from nearly 200 countries. This is only one of the many staggering statistics that could be shared about the sudden popularity of MOOCs, the total of which speak to the worldwide interest in accessing university courses online.

The large number of people enrolling in MOOCs, coupled with university interest in expanding online content, has put this new model in the spotlight. The term MOOC dates from 2008, developed initially as a pedagogical experiment focused on creating a more connected and democratic learning  environment. However, since 2011, universities have used the term to describe course offerings geared toward a worldwide student body. Today, “MOOC” describes a range of pedagogical models. George Siemens distinguishes between “cMOOCs” which follow the original “connectivist” model and the more institutionalised and tightly structured “xMOOCs”. Despite the differences, the emergence of MOOCs as a whole poses a set of challenges to the educational community. Many of us seem to believe that MOOCs are finally delivering some of the technology-enabled change in education that we have been waiting nearly two decades for.

This issue aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today's pedagogical landscape; and could they provide a viable model for developing countries?

We must also look closely at their potential impact on education structures. With the expansion of xMOOC platforms connected to different university networks—like Coursera, Udacity, edX, or the newly launched European Futurelearn—a central question is: what is their role in the education system and especially in higher education?

This special issue of eLearning Papers brings together in-depth research and examples from the field to generate debate within this emerging research area.



Los artículos son los siguientes:
Así que ahora, aquí os dejo tambien enlaces y reproducciones a la conversación que en el blog de Cristobal Suarez  "Educación y Virtualidad"  se ha producido bajo el título MOOC y más allá… ¿pero a dónde? ... y en la que tambien participamos con otra pregunta DESDE dónde ?  :


Se trata del último número de la revista eLearning Papers, Nº 33, que atiende –a mi juicio- el sobredimensionado tema de los cursos abiertos, masivos y en línea (MOOC). Además de las grandes cifras, el relumbrón tecnológico, las grandes marcas, el papel de la lógica de la oferta y la demanda en este modelo formativo, o la publicidad encarnizada de instituciones por vender lo abierto como plus institucional, existe también una línea de reflexión e investigación emergente que debe ser atendida por muchas disciplinas, incluida la pedagogía. Por ello la importancia de este número, donde parece ser que se está ensayando una lectura más exigente sobre la realidad y el futuro de los MOOC.

Por lo menos aquí, entre otras cosas, se intenta ver tres puntos en esta línea emergente. Redescubrir la dimensión social de los MOOC asumiendo la interacción no sólo como un proceso decorativo, sino más bien como la condición necesaria del potencial aprendizaje. Por otra parte, cabe en los MOOC la necesidad de una reflexión, apoyada en la investigación, de corte pedagógico que abra estas experiencias a una serie de análisis centrados en el para qué o cómo aprender, y no sólo en ofrecer “soluciones tecnológicas”. Y, como no puede ser de otra forma, aquí se exige apreciar también las razones de validez social que mueven el modelo debiendo, por ello, estimar el impacto social del aprendizaje informal en la sociedad. 

El número ayuda a centrar algunas cosas pendientes en el tratamiento pedagógico de los MOOC que, desde mi punto vista, podrían tres:
 
Interacción: ¿Cuál es el papel del “otro” en los MOOC? 
innovación: ¿Soluciones tecnológicas o soluciones educativas con tecnología? 
Impacto: ¿Buscan los MOOC formalizar lo informal o se está gestando una disrupción educativa?


 Comentario 1:

El aprendizaje humano hace uso de cánones y prototipos, lo cual ha servido a los peores tipos de la historia durante mucho tiempo para imponer SUS prejuicios con un interés egoísta y estratégico.
El conectivismo pierde el tiempo comparando (como se queja Schank) la mente humana con una nueva cibernética: la IA no es modelo de la inteligencia humana, sino, en todo caso, si tipos tan inteligentes son lo suficientemente humildes para aprender, ocurre justo lo contrario :D
La maravilla de las redes sociales y el aprendizaje en red apenas está asomando bajo el peso de nuestros viejos malos hábitos. La mente humana es una red densísima que asimila por medio del diálogo la complejísima trama de la vida social y, en un momento y un plano secundarios, de la vida natural (en un entorno cambiante o en un ecosistema). Así ha sido durante decenas de miles de años. Somos genios de la complejidad.
Las burocracias y los sistemas de poder/dinero nos convencieron de lo contrario. Solo unos pocos pueden asimilar y dominar la complejidad. Y clasificaron jerárquicamente las inteligencias. El último creo que se llama Wert.
En suma: estamos empezando algo realmente nuevo, pero somos muy pocos, aunque seamos bulleros.
Las redes sociales se usan ahora solo para hacer amigos y reconocerse mutuamente en pequeños clubes.
Los MOOC crean la falsa idea de que puede haber cursos masivos. Pero es radicalmente falso.
Lo que puede haber y habrá son grupos abiertos con dendritas conectadas a muchos otros de distintos lugares, lógicas, culturas.
Es lo que me ha dado a aprender la práctica del aprendizaje real a través del proyecto Barco del
No somos un MOOC porque el aprendizaje en red funciona de otro modo.
Seguimos reflexionando juntos.
Un abrazo.
Joaquín Martínez @joaquineku @exilioyregreso

Exilio. Os invito a que participéis y conectéis vuestras delicadas dendritas a las nuestras.



Nuestra aportación, a este debate MOOC iniciado en el blog de Cristobal,  serán dos pequeños videos uno de Jorge Oteiza ... un escultor vasco, que dejó de esculpir llegado al vacío ... un exiliado? ... y otro video de  León Felipe el poema "Escuela"  ... otro exiliado ...  que estamos trabajando para nuestra NOteoría Edudada , y que estamos desarrollando a través de la idea de la educación jeringa (en la que se, está insertando desde nuestro punto de vista el invento #MOOC .. un territorio ya antiguo , hace mucho tiempo transitado ... la educación  MASA , la educación cabeza parlante , la educación desde arriba, la educación especializá, dirigida por la trupe científica que controla económica y financieramente el desarrollo de la "investigación correcta" dirigida y coordinada desde las grandes instituciones universitarias del imperio) .. pero pensamos que debemos estar haciendo siensia popular sin expertise .. y que desde los lugares cotidianos , haremos siensia para la vida saludable de las personas ... quien controla la salud desde las farmacéuticas y sus multinacionales  ?  .... en fin  nuestra aportación  que hicimos pública el 20 de enero de 2013 se titula  DER TEJE a los campos de concentración FRANCESES y los buñuelitos MEXICANOS @exilioyregreso ..y en el invitamos a participar , y aceptaron gustosamente @genial_idades @bitiji y @joanbarm ... .. y que forma parte de nuestra aportación a "El Barco del Exilio" proyecto abierto en el que andamos enreaos desde el primer día, y que avanza con buena salud cursando océanos y mares encrespados redéricos  y al que esperamos se incorporen nuevos elementos... ;-)

De Escuela de León Felipe, que tenéis arriba destaco el profundo pensamiento sobre la expertise, sobre los virtuosos .. y me pregunto acaso los expertos MBA y de grandes instituciones universitarias no nos estan llevando a la GRAN CRISIS que vive Europa ? .. acaso no se siguen sus "estupendas indicaciones para salir de la crisis"· mientras millones de seres europeos vagan en la miseria , en la desazón moral, el hambre , abandonados por un SISTEMA CORRUPTO dirigido desde las grandes instituciones del poder educativo y financiero que son las mismas allá donde vayas  ..? que nos estan aportando al desarrollo convivencial en el siglo XXI ... cuantos hambrientos hay en el mundo , cuantos muertos por inanición o falta de agua anuales .. cuando hay capacidad tecnológica y científica para producir muchas veces para dar de comer a la población mundial ? ...

Oí tocar a los grandes violinistas del mundo,
a los grandes "virtuosos".
Y me quedé maravillado.
¡Si yo tocase así!...¡Como un "Virtuoso"!
Pero yo no tenía
escuela
ni disciplina
ni método...
Y sin esas tres virtudes
no se puede ser "Virtuoso".
Me entristecí.
Y me fui por el mundo a llorar mi desdicha.
Una vez oí...en un lugar...no sé cuál...
"Sólo el Virtuoso puede ver un día la cara de Dios".
Yo sé que la palabra "Virtuoso" tiene un significado
equívoco, anfibológico,
pero, de una o de otra manera, pensé, yo no seré nunca un "Virtuoso..."
y me fui por el mundo a llorar mi desdicha. ...

El video de Oteiza , está inserto en otro debate en el que andamos enreaos  con el modelo de Euskadi .. sobre #Sarekuntza ... y del que escribimos, entre otras cosas, el martes, 23 de abril de 2013 titulado
ESkola 2.0 & #Sarezkuntza (II): arañas y ratoncitos ... Utsa moldatzeko joak, Oteiza vs. Valverde y es el siguiente ahora la tarea es ir Todos a la escuela  .. si, pero a QUé ESCUELA ? cabeza y corazón .. el niño como modelo para hombre ... separación modelo y acción ... !!! incorporaríamos cultura popular , educación popular ? ... :



..., resuenan estas palabras en mi mente ... ahora, la tarea es transformar la educación.. ahora la tarea es ir TODOS a la escuela ...
"mientras no tengamos educadores para el niño creo que es un error parir más niños ...si no sabemos hacerlos hombres por qué tanto crio. Mira te lo voy a explicar de otro modo ... el niño no tiene la cabeza en un sitio y el corazón en otro, como nosotros ... como un modelo para hombre, y no hay educadores educados para educar a este niño  ..lo grave de esta dicotomía , de esta separación del pensamiento y de la acción es que resulta casi imposible de reparar , el arte...  [TO BE CONTINUED] ... nacen días sin fin ... el hombre escribe Heminghway no está hecho para la derrota, puede ser destruido, pero no vencido.

 Fuentes: [ varias ]

Creative Classrooms and 21st Century Teachers . eLearningPapers no. 30

Hoy traemos a este espacio el número 30 de  eLearningPapers titulado "Creative Classrooms and 21st Century Teachers ." que nos presentan Hans Laugesen, Jim Devine, Tapio Koskinen en su editorial así:

The integration of digital media and technologies in education is a policy priority throughout Europe. National and regional initiatives are often grounded in the belief that schools must provide students with the skills needed to participate in our knowledge society. However, reality has shown that a well-planned use of ICT in education calls for more than new media and tools, requiring profound pedagogical changes from within the school system, not least the accommodation of a more personalised approach to learning.  In light of changing schools and the evolution towards creative classrooms, this issue of eLearning Papers will explore the new role of teachers in 21st century learning contexts.

This issue spotlights new research and classroom practices that illustrate how new learning technologies have affected teachers' professional environments. 21st century learners has become a buzz-word in the field of educational research. This issues applies the  term to  teachers, seeking practical examples and prospective visions that examine what it means to be a teacher in today’s knowledge society.

The fast-paced evolution of technology is challenging for teachers, who often struggle with  the demands of keeping up-to-date with their students’ digital lifestyles. Initiatives for the enhancement of ICT in education often address deployment of devices and tools in the classroom, without fully considering how they may affect and change the way people teach and learn. (...)


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Call for #eLearning Papers: … articles on Mobile Learning open until November 19th

Mobile Learning (Deadline November 19th, 2012)


Today’s youth are growing up in a world very different from the world their teachers or parents knew when they were young. Where and how they learn is changing as mobile learning and social networking become part of their every day life. Ubiquitous access to social media, tools and knowledge resources is taken for granted, while passive teacher-directed work dominates life at school.

Open, social and participatory media have significant potential to transform learning and teaching. They offer numerous ways to communicate, collaborate and connect with peers. The range of free educational resources and tools is rapidly increasing. Cloud computing has enabled free or inexpensive access to applications that were once available only to those who were willing to pay premium license fees.

The gap between the potential and actual use of technology in education is a paradox. eLearning Papers seeks to facilitate the sharing of innovative and creative uses of technology to support learning among its readers. The upcoming 32nd issue focuses on mobile technology applications and their potential to enhance learning within the broad spectrum of education and training. Papers are welcome on any aspects related to the use of open, social and participatory media, cloud computing or mobile learning. Some suggested focus areas  are listed below.
  • How do mobile devices enhance learning and creativity?
  • Mobile learning and creative classrooms
  • OER for mobile learning
  • Mobile learning management models and strategies
  • Learning design for mobile learning
  • Mobile learning platforms, devices and operating systems
  • Authoring tools and technologies for mobile learning
  • Content design and development for mobile learning
  • Platform specific applications for learning
  • Augmented reality in education
  • Mixed reality and mobile devices supporting learning
  • Mobile devices and schoolwork, in classrooms and beyond
  • Mobile devices supporting performance and learning at work
  • Low-tech mobile learning, e.g. the power of SMS

The article submission deadline is November 19th, 2012. The provisional date of publication is December, 2012. For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu

Guest editor: Prof. Dr. Martin Wolpers, Fraunhofer-Institut für Angewandte Informationstechnik FIT

The submissions need to comply with the following guidelines:
  • Submission language: English
  • Title: must effectively and creatively communicate the content of the article and may include a subtitle.
  • Executive summary for In-depth section should not exceed 200 words.
  • Executive summary for From the field section should not exceed 50 words.
  • Keywords: up to five relevant keywords need to be included.
  • In-depth full texts: articles should range from 4,000 to 6,000 words.
  • From the field texts: texts should not exceed 1,200 words.
  • Conclusions: special importance is given to the representation of the conclusions, which should be clearly stated both in the summary and at the end of the article.
  • References: All the references must be adequately cited and listed.
  • Author profile: author name, institution, position and e-mail address must accompany each submission.
  • Images: Please send high resolution JPEG files

See the complete guidelines at: Instructions for writers


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