Charla Divulgativa: Redes Sociales en Educación

Mañana, 9 de enero de 2015, dentro del ciclo de Charlas Divulgativas (organizado por la Universidade de Vigo), y en representación de la Escuela Superior de Ingeniería Informática (ESEI), imparto una conferencia en el IES Frei Martín Sarmiento (Pontevedra) sobre Redes Sociales en Educación.
Después de presentar nuestro centro, y repasar la actualidad tecnológica, veremos la utilidad de Internet y de las Redes Sociales en el aprendizaje.

[infographic] Taming the Monster of Machine Big Data in @TIBCOSpotfire

«La inteligencia del planeta es constante, y la población sigue aumentando»

«Aún tiene que probarse que la inteligencia tenga algún valor para la supervivencia»
Artur C. Clarke

Hoy traemos a este espacio una vieja infografía (14/10/2013) ;-) que se presentaba así en TIBCO Spotfire:

"Facebook, emails, smartphone apps, embedded sensors – we live in an era where 2.5 quintillion bytes of data are generated daily. The velocity and volume of data generated today are forcing companies to think and act in new ways. The prevalence of a social and mobile workforce has transformed the way you do business and interact with your customers. Big data is a real, growing phenomenon and it’s something that should command your attention. To stay competitive, you must use data to your advantage – to reduce downtime, maintain the integrity of your assets and improve the quality of your future asset purchases. Remember, the winners will be the companies that are best able to gather data in real time, then analyze and use that data to operate more efficiently, save money and increase revenue. This infographic lays it all out for you. "(leer más...)

Fuente : [TIBCO Spotfire]

Social Network Features Compared (Infographic) Google + , Facebook y Twitter

 Aqui traemos hoy, para nestra sección [infographic] [infografia] , esta comparativa entre las redes sociales , Google + , Facebook y Twitter ... que hemos encontrado en 

Tek-TTek-T @TheTekT

We're a technology opinion, review, interview & news site focusing on opinionated pieces and we're currently independent of big media companies

(leer más...) Fuente: [ TEk-T]

Actuaciones preventivas con las TIC

5º Curso prevención das adiccións e promoción da Sáude. Mocidade e conductas de risco


efront LMS integration with Facebook

Lately we’ve been talking a lot about using Facebook as a learning platform. Social is integral to learning in the workforce today – and learning platforms need to be able to support formal and informal, personalized and social learning. We took that into consideration with the eFront platform which comes with a rich set of social tools that facilitate the communication and social learning process together with an easy-to-use Facebook integration plugin.

Facebook Integration

eFront allows users to connect to the platform via their Facebook account. By using the Facebook connection some info from Facebook is transferred to efront (specifically the user status and avatar). If the eFront user changes his/her status this change is also reflected on his/her Facebook profile.

The administrator enables the Facebook integration though the system settings and the Facebook tab (in ‘External tools’) by entering the Facebook API key and secret code. The admin can then choose to allow connection with Facebook, Facebook data acquisition (avatar and status exchanges) and the external login to eFront through a Facebook account.

The basic steps to create the FB integration are outlined below, or you can go directly to our wiki page for more on social extensions.

1. Go to and click on “Create new App”


2. Give a name to the application


3. Below is an example of settings you have to set up. Save your API Key and secret code because you will need it to enable the connection.


4. Go to eFront as admin and select: System Settings -> External tools -> Facebook. Add the API key and secret code and enable all Facebook options


5. Logout of eFront. You should now see a new option to login with your Facebook account!

Part 2: Using Facebook as a learning platform (videos)

For those who missed last week’s post “Part 1: Using Facebook as a learning platform” we shared some important links for instructors interested in using Facebook with students.

This week I would like to share my favorite YouTube videos on the subject!

1. Using Facebook to teach: Bullis School teacher Sara Romeyn talks about using Facebook as a teaching tool in her AP U.S. History Class.

2. Facebook used in the college classroom: Since 2011, Niagara County Community College Instructor Kara Morhous Spoth has used Facebook groups to enhance her English 102 classes. A Facebook group allows members to communicate with one another, and to receive notification of what the administrator posts on the group’s wall. Faculty can use a Facebook group to post audio and visual supplements to class material; notify members of upcoming events and schedule changes; provide a digital space for members to ask questions and post comments on the group’s wall; and give members the option to use group chat and Facebook messages to study for tests and discuss upcoming tasks.

3. Social networking sites have educational benefits: University of Minnesota researcher Christine Greenhow breaks down how her research has found that social networking sites like Facebook and Myspace can have an impact for learning and educational growth for high school students. By working with students in a Minneapolis high school to study how they use the social sites, she has discovered that the benefits may just outweigh any risks.
This video is part of the Expert Perspectives series at the University of Minnesota.

Part 1: Using Facebook as a learning platform

facebook-for-learningLet’s start this post by stating that Facebook was not actually created as a learning platform, it can however clearly be used to enhance and support elearning. Facebook is STILL the most convenient way to get connected to friends, get updated on existing friends, find new people, build relationships and express identities – so the big Facebook advantage is that your audience is most definitely there. Facebook makes it easy to network and interact with other virtual students, and because most people know how to use Facebook they don’t need to become familiar with a new platform.

It’s also relatively easy to create apps for Facebook, making it a great canvas for developers to add cool new functionality and get users involved pretty quickly. We have written about Facebook apps for elearning before in this post!

For those interested in using Facebook with students the following links may be of use: [Resource: Facebook as an “interactive learning resource”?]

1) Stephen Heppell: Using Facebook in the Classroom This page outlines the dos and don’ts of using Facebook with students. Examples include the following (and much more):

  • Do – build a separate teacher page for your “teacher” presence.
  • Do – keep your teacher and personal page very separate
  • Do – post pictures of school/lessons/trips – even diagrams you put on the board (snap them with your phone and post them) – it reminds students that you are there, generates a pride in the school and reminds them that this is not a vacuous space!
  • Don’t – ‘friend’ students yourself – not even as your “teacher” presence.
  • Don’t – accept complete ignorance of Facebook as an excuse for dangerous school policies like blanket bans. Instead offer to be an action researcher, and try it out for a year.

2) Perceptions of undergraduate Graphic Design students on the educational potential of Facebook  Abstract: The popularity of Facebook among university students inevitably raises questions on the educational potential of this Social Networking Site for Higher Education. From the limited literature on the instructional uses of Facebook, one can draw conflicting conclusions. Benefits were identified through the communicative potential, student participation in study groups and through informal learning, i.e. learning that takes place outside the formal structures of the learning environment. In contrast, it is also argued that the instructional benefits of Facebook are not straightforward. This phenomenographic investigation examines the perceptions of undergraduate Graphic Design students in a higher education institution, on the use of Facebook for teaching and learning. Characteristic of Art and Design education is the centrality of the studio and student self-reflection. Despite some literature that considers Facebook provides a viable alternative to the physical studio, the participants in this investigation expressed a preference for face-to-face instruction and consider Facebook as complimenting rather than replacing studio practices. Some participants benefited from the use of Facebook by joining support groups and exploring information relevant to their studies. Further research can investigate how Facebook can be embedded in studio-based teaching and learning.

The study found that “the interviewees in this investigation perceive educational benefits based on the communicative potential of Facebook. The diversity in the form and pattern of use poses less of a challenge for not all Facebook activities promote communication and it would be possible to focus on those that do.”

Official citation for this article is: Souleles, N. 2012. Perceptions of undergraduate Graphic Design students on the educational potential of Facebook. Research in Learning Technology 20: 17490.

3) Students’ perceptions of using Facebook as an interactive learning resource at university This article is published in the AJET (Australasian Journal of Educational Technology) and has a good amount of data to support the assumption that students would use Facebook as part of their learning. The article states that Facebook as a “learning aid suggests that it has the potential to promote collaborative and cooperative learning” but further study is required to investigate how it can enhance the learning outcome.

Official citation for this article is: Irwin, C., Ball, L., Desbrow, B. & Leveritt, M. (2012). Students’ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221-1232.

4) I’ll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate  Another good academic article on the “effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate”. The study concludes that “certain forms of face-to-face self-disclosure can have disastrous effects on teacher credibility” and that “teachers can strategically reveal pictures, quotes, and personal information that present them as competent and trustworthy instructors who have the students’ best interests in mind”.

Official citation for this article is: Joseph P. Mazer, Richard E. Murphy & Cheri J. Simonds (2007): I’ll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate, Communication Education, 56:1, 1-17.

5) Student engagement – differences between the VLE and Facebook This quote sums it up nicely:  “In the main, the Facebook page, which is run by and for the students without tutor involvement, is centred on support for learning and skills development and in every case I saw, answers to problems that emerged from discussions were factually correct. In addition, the students offer one another impressive levels of support and encouragement. From the evidence of their own Facebook group, then, students are not unwilling to work and learn collaboratively.” Read the full article for more!

In my next post I will share my favorite YouTube videos for using Facebook for elearning!

Edutec-e Núm. 43 – Marzo 2013

Edutec (encabezado)

Hoy traemos a este espacio el  Núm. 43 - Marzo 2013 .. de la revista Edutec-e ...

(leer más...) Fuente: [edutec-e]