Ambienti di apprendimento e didattiche innovative



Gli fase di studio: lingua e cultura. Ambienti di apprendimento e didattiche innovative


RINGRAZIAMENTI

Stimato pubblico e stimatissime Autorità: secondo il galateo comincio  ringraziando per l' invito. E lo faccio doppiamente, perchè ho avuto l'onore di partecipare al 90 anniversario dell'Istituto Dell’Acqua e ora questo onore aumenta geométricamente con l'invito al Centenario.
Io, un español, que è stato accolto a  Legnarello, contrada que porta i colori rojo y amarillo del escudo de Aragón, mi región. Donde nací y donde he desarrollado toda mi carrera profesional.

che porta il colore rosso e giallo del stenma dell’ Aragona, la mia regione. Dove sono nato e dove ho sviluppato la mia carriera professionale.


TITOLO:

Rappresenta una grande sfida cercare di esaurire in 10 minutos le tematiche enunciate nel titolo che l' organizzazióne ha proposto per il mio intervento,  perchè combina l' apprendimento della lengua con l' innovazióne didáttica nella FP (Yo como pueden ver no soy muy experto en lenguas).
Sono decano di una facoltà di educazióne e professore di didáttica da 40 anni e mi occupo della FP da circa 3 décadi. Per questo, col permesso degli organizzatori e di tutti voi, mi concentrerò sul sottotítolo: Ambiente di apprendimento e didattiche innovative.

Ma il motivo principale di questa scelta è che ,soprattutto nel momento attuale, ritengo che la costruzióne dell' Europa non sia solo una questióne di lingua, ma delle menti delle nuove generazioni, che si formano con la struttura metodológica con la quale le educhiamo.
Voglio fare una dichiarazione di solidarietà con coloro che fuggono dalla guerra e dalla fame, perchè il futuro dell'Europa e dell' Umanità non stanno nella costruzione di muri, ma nell'abbattimento delle barriere mentali. Barriere che ci rendono meno creativi, in un mondo complesso che invece necessita dell'apporto creativo di tutti per gestire questa specie di nave spaziale che è la Terra  

Dopo questa dichiarazione ideológica, e se volete política,( ma come educatore, come universitario non posso essere estraneo alla realtà che mi circonda), passerò alla parte técnica.

Nel percorso stórico della Giornada di oggi  Passato- presente – futurosono stato collocato nel PRESENTE, però vi assicuro che le mie proposte vengono dal passato, in alcuni casi, ma non generalmente, vengono già realizzate nel presente, e spero che diventino realtà nel futuro.



SVILUPPO DELL'INTERVENTO :
Utilizzerò per il mio intervento riferimenti a siti internet, che potrete consultare per trovare le informazioni inerenti all'argomento e che ho caricato nel mio blog: http://egarciaunizar.blogspot.com

In primo luogo e  sinteticamente, voglio presentare in cosa consiste la FP con questa diapositiva:
(Diapositive)
http://www.todofp.es/dctm/todofp/profesores/formacion-profesional-2014.pdf?documentId=0901e72b818a3cc3
http://fp.educaragon.org/guiaeducativa/guia_educativa1.asp

La formazione professionale in Spagna si frequenta dopo aver terminato della scolarizzazióne obligatoria( E.S.O.) , sebbene esista la possibilità di una FP básica per coloro che non raggiungono gli obbiettivi della scolarità obbligatoria.

La FP prevede due livelli della durata di due anni, con una percentuale importante di formazione effettuata in “Centros de Trabajos” e alcune esperienze di “Enseñanza Dual” (alternanza scuola/lavoro)

-         



(Diapositive) Uno per ogni sito, con corrispondente snapshot.
- Portale del governo di Aragona:
- http://fp.educaragon.org/

- FP portale del Ministero della Spagna:
- tODO FP

- Media Portal Antena3
- http://www.descubrelafp.org/
- http://www.descubrelafp.org/titulosfp/
-

- Portale del centro di formazione della FP
- http://moodle.cifpa.aragon.es/joomla1/

- Sudodep
( Red Cooperativa Transnacional de Conocimiento en el Sudoeste europeo de Formación Profesional)
- https://www.sudoefop.eu/
-
- Progetti europei: Consorzio Aragona in Europa.
- http://moodle.cifpa.aragon.es/joomla1/features/erasmus/consorcio/organiza
-
Espacios para el Aprendizaje Colaborativo por Retos.
Metodologia: - -
il video dei baschi. ((03:33)
il valore aggiunto è dato dalle competenze, non solo dal contenuto.
Apprendimento collaborativo.
Importanza rivestita dagli spazi, che devonoessere flessibili e rappresentano qualcosa in più di un semplice “spazio”(luogo)
Spazio informativo: per  ricercare informazióni.
Spazio analítico: per confrontarsi, prendere decisioni.
Spazio creativo: per generare idee. progettare, modellare, sbozzare, dare forma
Spazio costruttivo: prototipo di idee
Spazio esecutivo: dove costruire il prodotto finale.
Spazio lúdico: dove l'atmósfera rilassata permetta di lavorare anche a livello emozionale.
Insomma, ANALIZZARE, COMPRENDERE, INTERPRETARE, SINTETIZZARE, TRASMETTERE, DECIDERE, PERSEGUIRE.


(Diapositive)
Collegata al contesto: Las FCT y el programa DUAL, EXPLORER
Competitiva y cooperativa: Los concursos, olimpiadas, EXPRESSION
Intercambi: programmi europeos.  EXCHANGES
-         

I Finlandesi tolgono i muri, le aule e introducono spazi aperti
-          I Finlandesi tolgono le materie, sostengono la interdisciplinarietà
-          Il lavoro cooperativo fa parte del mondo delle imprese.



Spero che il mio discorso li ha servito per il coordinamento proposto dall'Unione europea, la mobilità di studenti e lavoratori dei paesi.

Espero que mi intervento sia servito per sollecitare la curiosità, porque, como decía el pintor aragonés GOYA a través de  un daguerrotipo - que casualmente fu esposto nel Palazzo Leone da Perego, al otro lado del Olona - (Diapositiva)“aún aprendo”  con l'immagine di un vecchio decrepito. Tuttavia, l'apprendimento è necessario coltivare lungo tutta la vita.

________--------------

ALTRO:

concezione europea della formazione:

- I vantaggi della formazione duale o alternata.
- La formazione per tutta la vita.
- L'approccio competenze.
- Il coinvolgimento di tutte le parti interessate
- L'e-Learning
- Il riconoscimento dell'istruzione non formale e informale.
-
la cooperazione europea nel campo della formazione professionale (Copenhagen e Bruges)

- La cooperazione tra gli Stati
- Orientamento permanente
- Criteri per la convalida dell'istruzione non formale e informale.
- European ECVET sistema di trasferimento dei crediti (sistemica professionale Istruzione e formazione europeo di crediti) l

metodologia:
L' ambiente di apprendimento deve avvicinarsi alla realtà, simulata o vigilata dal tutor, e  deve prevedere il lavoro in equipe (gruppo), come sempre più succede nelle imprese
         I  gruppi non sono nazionali, non si  costituiscono con gli amici, ma necessitano l'avvicinamento al “diverso”: da qui deriva l' importanza dell' educazione emotiva e interpersonale (sociale).
         Un apprendimento realizzato in uguaglianza  tra uomini e donne.
         Una nuovo tipo di relazióne tra docenti e alunni, nella quale tutti sono apprendisti


Olimpiadi

Quattro studenti di centri di formazione professionale hanno ottenuto medaglie aragonesi nel Olimpiadi National Vocational Spainskills 2017, che si è tenuta per tutta la settimana a Madrid e finito Sabato con la cerimonia di premiazione di gala.

Modalità e progettazione meccanica di raffreddamento.
Termoidraulico e il corpo di riparazione.

In questa edizione, la squadra aragonese ha partecipato a diciotto dei venti cd modalità: meccatronica, progettazione CAD meccanica, tornitura e fresatura, saldatura, riparazione carrozzeria, termoidraulico, sviluppo web, apparecchiature elettriche, l'ebanisteria, falegnameria, parrucchiere, sistemi automotive, cucina, ristorante e servizio bar, pittura dell'automobile, Refrigerazione, giochi 3D e di intrattenimento, e la gestione della rete.

Questi partecipanti sono stati precedentemente classificati nei campionati regionali che si sono svolte nella Comunità maggio 2016.

I vincitori di questo concorso saranno rappresentare la Spagna nella competizione europea (Euroskills, che si terrà a Budapest nel settembre 2017) e mondiale (WorldSkills, Abudhabi, Ottobre 2017).

Questa Olimpiade ha lo scopo di promuovere l'insegnamento della formazione professionale e di migliorare la qualità dell'insegnamento, incoraggiando e motivare gli studenti e gli insegnanti.

Allo stesso tempo, cerca di riconoscere il lavoro degli insegnanti e creare un punto di incontro tra aziende, insegnanti e studenti nelle relazioni tra i diversi centri di formazione sono incoraggiati.

Oltre ai concorrenti, circa trecento studenti e insegnanti provenienti da undici centri intorno Aragona hanno spostato nel corso della settimana a IFEMA, dove si è svolta l'Olimpiade, per allietare la Comunità.


Mi primer MOOC

Me he inscrito en un MOOC sobre evaluaciones internacionacionales del INEE (Instituto Nacional de Evaluación educativa) y la primera actividad me exige que me presente. ¡Qué problema!  pero me lo pone fácil: me deja utilizar mi propio blog. Este que empezaba a quedarse aletargado.

La primera actividad me exige presentarme. Ahí va!:

- Profesor universitario del área de Didáctica y Organización Escolar desde hace 35 años.
- Doctor en Pedagogía
- Apasionado de la innovación y los recursos didácticos desde los Libros de Texto a las TIC
- Actualmente y desde hace seis años, Decano de la Facultad de Educación de la Universidad de Zaragoza.

Las expectativas:

- Saber cómo funciona un MOOC. Siempre he pensado que hay que ponerse en el lugar del estudiante, del aprendiz.


The Future of Lifelong Learning. Infographic. Infografía by @knewton

The Future of Lifelong Learning
Created by Knewton and Knewton

Hoy traemos a este espacio esta infografía sobre el life long learning de Knewton .. que nos presentan así
The Future of Lifelong Learning Infographic

Lifelong learning, the constant acquisition of knowledge and skills, is seeing explosive interest today.
As the internet becomes more ubiquitous and digital solutions extend learning beyond physical classrooms, the potential for lifelong learning has grown dramatically. In earlier years, brick-and-mortar continuing education classes, books for self-study, and apprenticeship programs represented the range of possibilities for learning beyond formal education. With the proliferation of online schools, learning platforms, and applications in the last decade, however, exponentially more professionals have been able to engage in lifelong learning.
Our infographic provides a brief overview of lifelong learning organizations and initiatives, explores the trends today around educational aspiration, access, and affordability, and describes some of the societal benefits we can expect to see from lifelong learning in the future.

 (leer más...) Fuente: [knewton ]

Espacio de Aprendizaje

El otro día vinieron Purificación García Notivol y Rosa Royo, del equipo directivo del Colegio Educación Personas Adultas "Concepción Arenal" de Zaragoza para hablar de la realidad de la educación de adultos.

Lo primero que me sorprendió fue la primera diapositiva:
ESPACIO DE APRENDIZAJE, DE RELACIÓN Y DE PARTICIPACIÓN.

Ahí es nada. Nos hablaron de cifras y de realidades, pero , sobre todo, nos hablaron con pasión, con entusiasmo a pesar de sus 25 años en el mismo Centro. Pero su profesión les gusta, era evidente.

Nos contaron que ha cambiado el tipo de estudiantes predominante: en 2001, la moda era de 30 a 39 años; mientras que en 2012, la moda se ha rebajado de 20 a 24 años. Pero la ESPA, no es la ESO: educación secundaria para personas adultas no Obligatoria.

También nos indicaron cuáles eran las principales dificultades de aprendizaje que provienen de la falta de hábito de estudio, de la falta de conocimientos de gramática española, lo que dificulta el conocimiento del inglés; de la ausencia de una cultura del esfuerzo.

El inglés y la Física y Química son las materias "coco", las difíciles.




Pruebas internacionales

Aunque ya se ha pasado la actualidad del informe PISA para adultos, he encontrado este enlace al periódico El Mundo, donde figuran las pruebas que se presentan:

Se trata de preguntas que exigen capacidad de relacionar, de observación, de atención, de operatividad. Menos mal que los centros de adultos son más innovadoras que la mayoría de las aulas donde predomina el saber memorístico, de respuesta única, de repetición vomitiva de lo explicado, porque de otro modo nuestros resultados de PISA para adultos serían peores.




10 eLearning buzzwords you need to know!

top-10In this post we’ve put together short descriptions of the top 10 buzzwords in eLearning at the moment: Tin Can, Social Learning, Gamification, mLearning, Tablet learning, Rapid eLearning, Microlearning, Personalization, Blended learning, and Lifelong learning.

Tin Can

The Tin Can API is a brand new learning technology specification that opens up an entire world of experiences (online and offline). This API captures the activities that happen as part of learning experiences. A wide range of systems can now securely communicate with a simple vocabulary that captures this stream of activities. Previous specifications were difficult and had limitations whereas the Tin Can API is simple and flexible, and lifts many of the older restrictions. Mobile learning, simulations, virtual worlds, serious games, real-world activities, experiential learning, social learning, offline learning, and collaborative learning are just some of the things that can now be recognized and communicated well with the Tin Can API. What’s more, the Tin Can API is community-driven, and free to implement.  (TinCanAPI.com)

For more on Tin Can check our previous posts listed on this page.

Social Learning

Social learning is learning that takes place through social interaction between peers and it may or may not lead to a change in attitudes and/or behavior. More specifically, to be considered social learning, a process must: (1) demonstrate that a change in understanding has taken place in the individuals involved; (2) demonstrate that this change goes beyond the individual and becomes situated within wider social units or communities of practice; and (3) occur through social interactions and processes between actors within a social network (Reed et al., 2010).

For more on Social Learning check our previous posts on-topic listed on this page.

Gamification

Karl Kapp, author of The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education, defines it as the use of game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning and solve problems. He says it’s much more than just adding ‘rewards, points, and badges’ to processes to motivate people – it’s the instructional method and not just the delivery system that provides the elements for learning in a game situation i.e. we must ask what ‘pieces’ in games makes them engaging such as interactivity, content, story.

Gamification for Learning – Interview with Karl Kapp http://www.youtube.com/watch?v=__Y1m8XF77k

mLearning

Mobile learning has been defined as: any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.(Wikipedia) In other words mobile learning decreases limitation of learning location with the mobility of general portable devices. But mobile learning is more than just using mobile devices to learn – it is also about the mobility of the learner.

For more on mLearning check out our previous posts listed here.

Tablet or T-learning

Tablet leaning by definition is learning on tablet devices. But is eLearning on tablets really mobile learning? Yes.

In defining mobile learning we need to focus more on the activity of learning at a distance using a mobile device and not on the devices themselves. Tablets are mobile devices – but perhaps not as ubiquitously mobile as smartphones. Tablets have more in common with the desktop and laptop than with the mobile phone when it comes to screen size, yet the touchscreen capabilities of both the tablet and the phone mean that learning design needs to take into account these differences in delivery.

For more on T-learning check this list of related blog posts!
We also love this great post in Mashable – 6 Reasons Tablets Are Ready for the Classroom.
For different opinions on whether eLearning on tablets is mLearning read:
Is eLearning on Tablets Really mLearning’ and ‘Is eLearning on Tablets Really mLearning [Chime In]’ by RJ Jacquez.

Rapid elearning

Rapid elearning is, essentially, a faster process of designing and developing online-based learning courses. Rather than spending months or years developing a course, rapid elearning allows course creators to build lessons and content in a matter of days or weeks. This is typically done through PowerPoint or narrated videos which are designed to dispense information quickly and conveniently to the students. Software is then utilized to test the students, as well as to provide them with activities that they can perform on their own in between pre-recorded presentations or videos.

Microlearning

Microlearning provides the knowledge and skill sets that online education typically offers without overwhelming the learner. It involves learning in smaller steps, and goes hand-in-hand with traditional elearning. Activities that are micro-learning based usually feature short term lessons, projects or coursework that is designed to provide the student with bits of information. For example, rather than trying to teach a student about a broad subject at once, aspects of the topic will be broken down into smaller, more digestible chunks.

Typically, microlearning exercises are best utilized at the point where a student will actually need the information, or when they are going to be most receptive to receiving that information.

Personalization

Personalized elearning enables learners to customize a variety of the elements involved in the online education process. This means that they are asked to set their own goals, go at their own pace, and communicate with instructors and learners to personalize the learning process. Ideally, the learner is placed in charge of managing his/her own learning, and is able to customize the experience by having a direct say in the processes and content that is being provided.

The key elements that are customized in personalized elearning are: the timing and pace of learning, and the instructional approach (including lessons and activities that draw upon the learner’s experiences and interests). In other words, truly personalized elearning means students are given the chance to learn what they want when they want, and even how they will learn the material.

Blended Learning

Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace. While still attending a “brick-and-mortar” school structure, face-to-face classroom methods are combined with computer-mediated activities. Proponents of blending learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach. (Wikipedia)

Read: The Definition Of Blended Learning

Lifelong learning

Lifelong learning is the “ongoing, voluntary, and self-motivated”[1] pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship and personal development, but also competitiveness and employability.[2]

The term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations. During the last fifty years, constant scientific and technological innovation and change has had a profound effect on learning needs and styles. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace).[3] Instead, learning can be seen as something that takes place on an on-going basis from our daily interactions with others and with the world around us. (Wikipedia)

(1.) Department of Education and Science (2000). Learning for Life: White Paper on Adult Education. Dublin: Stationery Office. (2.) Commission of the European Communities: “Adult learning: It is never too late to learn“. COM(2006) 614 final. Brussels, 23.10.2006. (3.) Fischer, Gerhard (2000). “Lifelong Learning – More than Training” in Journal of Interactive Learning Research, Volume 11 issue 3/4 pp 265-294.

Educación Permanente en educación para el desarrollo.

Hoy desarrollaré esta sesión en un Diploma de Especialización de Educación para la Cooperación. Adjunto el índice para que se pueda opinar sobre el mismo. Puede ser de interés que acudáis a los enlaces para conocer algunas de las realidades que ya existen en este ámbito de la Educación Permanente en la ED.

  1. Educación Permanente y educación para el desarrollo
1.1.  Evolución de los conceptos
1.2.  Ámbitos de la educación permanente: académico, profesional, desarrollo personal y comunitario.
1.3.  Modos institucionalización: educación formal, no formal e informal.
1.4.  Educación Permanente y Tecnología: el e-learning.

  1.  Contextualización:
2.1.  Concepto de entorno y de territorio.
2.2.  Contexto político, social, económico, laboral, cultural, educativo.
2.3.  La ecología y la sostenibilidad de los proyectos

  1. La determinación del grupo destinatario.
3.1.  Hombres y mujeres
3.2.  Jóvenes y adultos
3.3.  Rural y urbano

  1. El perfil del profesional:
4.1.  Características básicas: flexibilidad, comunicador, acompañante.
4.2.  Competencias profesionales (disciplinares y didácticas) y competencias personales.
4.3.  Instructor
4.4.  Educador
4.5.  Agente de desarrollo.

  1. La oferta formativa:
5.1.  La interdisciplinariedad y la globalización
5.2.  La formación básica: la alfabetización.  Absoluta y funcional.
5.3.  La formación profesional
5.4.  La animación sociocultural: el desarrollo comunitario.

  1. Algunas experiencias:
6.1.  Yo sí puedo
6.2.  Cecucol
6.3.  Transformemos
6.4.  Abriendo caminos.
6.5.  Metodología “Alli Micuy”
6.6.  Nunca es tarde para aprender. PAEBYT (Programa de Alfabetización y Educación Básica y Trabajo para Jóvenes y Adultos) Argentina
6.7.  Otras experiencias.

UbiCAmp . La #Universidad de Oviedo lidera un erasmus virtual #elearning


Hoy traemos a este espacio a UbiCamp . Integrated solution to virtual mobility barriers.
"La Universidad de Oviedo acoge los días 25 y 26 de febrero la reunión que sentará las bases del proyecto europeo UbiCamp, coordinado por la institución académica asturiana. En el encuentro, que se celebrará en el campus de Llamaquique, participarán investigadores de las universidades de Southampton (Reino Unido), Vytautas Magnus (Lituania), Yașar (Turquía), Autónoma de Madrid y Tecnológica de Kaunas (Lituania). UbiCamp ha sido seleccionado por la Comisión Europea entre más de 400 proyectos y su objetivo es aportar una solución integrada que salve las barreras geográficas de la movilidad académica para alumnos, profesores e investigadores."
Ubicamp es un proyecto de e-learning de erasmus virtual  que la Universidad de Oviedo coordina con

 En su nota de prensa nos anuncian que este programa piloto de Erasmus virtuales comenzará a funcionar en el segundo semestre del próximo curso, en enero de 2014, y alrededor de una treintena de alumnos de los grados de Pedagogía e Informática serán los primeros en probar la experiencia de la movilidad virtual.

Y que, en su web, se nos presenta así:

About proyect

UBICAMP- INTEGRATED SOLUTION TO VIRTUAL MOBILITY BARRIERS
Project ID: 526843-LLP-1-2012-1-ES-ERASMUS-ESMO
The funding source: Erasmus Multilateral Projects
Contractor: University of Oviedo, Spain.
The main aim of the UBIcamp project is to make virtual mobility a mainstream opportunity for all parties involved (teachers, students and institutions). UBIcamp proposes a comprehensive solution that addresses all the barriers and difficulties of virtual mobility nowadays.
The specific objectives of UBIcamp project are:
  • Develop a "Virtual Mobility Practical Framework" that defines quality criteria and standards for different elements which are necessary for implementation of virtual mobility in HEIs: a) Organizational elements (recognition of the teaching/learning experience, institutional agreements, virtual mobility session organization requirements, etc); b) Technological elements (minimum technological standards of learning resources in order to make them re-usable, accessible, etc.); c) Pedagogic/ didactical elements (requirements for didactical preparation of study curriculum for virtual mobility and assessment methodologies for virtual mobility); d) Cultural elements (learning resources to enhance intercultural exchanges during virtual mobility processes).
  • Creation of open educational resources based on the standards defined and linked to several subjects identified by partners. The aim is to achieve maximum reuse of the contents at European level. For this purpose the Learning Objects must be designed according to the following conditions: 1) Multilanguage; 2) Accessibility; 3) Usability; and 4) Multiculturalism.
  • Integration of the cultural element into the virtual learning processes. In previous experiences of virtual mobility (TeaCamp) one of the main barriers for virtual mobility was the intercultural exchange. In this sense it's important that the student receives a cultural baggage that must be addressed from the university. For this purpose, digital content will be created to conduct the student autonomously through the most important cultural aspects of the place visited virtually, touristic information, traditions, press, entertainment, etc. These aspects must be addressed from the contents to make the student experiment the experiences that will provide him/her with cultural baggage.
  • Creation of virtual environments for sharing experiences. In this case, it is important that the digital elements facilitate the students shared experiences with their virtual mates, both those shared by the virtual experience itself and those in the real environment. In this sense, the knowledge of the university facilities where some training events are taking place, joined to the possibility to interact virtually with them, for example, being part of a meeting will provide the student with a more intense virtual experience.
  • Developing training materials and implementing training sessions in at least 35 Universities in Europe, involving students, teachers, Erasmus officers and administrators. All participants (Erasmus officers, administrators, and teachers) would prepare all pre-requisites for further mainstreaming of virtual mobility during the training sessions. Teachers would prepare curriculum for virtual mobility sessions, technical centers would facilitate to apply Learning Objects for updated international curriculum, administrators would plan virtual mobility sessions on the basis of institutional agreements that would be signed among participating universities. The option for virtual mobility will be included in the contractual forms to ensure virtual mobility recognition.
  • Raise awareness of virtual mobility among HEIs. Some workshops and presentation seminars will be organized in order to disseminate the advantages that virtual mobility presents. Also, these events will be used to encourage institutions to participate in virtual mobility activities.
  • Testing the "virtual mobility practical framework" through the implementation of Virtual Erasmus Exchanges among those Universities that have been trained and wish to participate. The courses of the exchanges will be recognized by students' participating universities.
  • Dissemination of project results widely at national and European level and anticipating exploitation activities for multiplying project impact. (leer más...)
 Fuente: [Universidad de Oviedo & UbiCAmp ]

Agradecimiento y satisfacción

Recordado profesor:

   Gracias por algunas de las palabras que escuché de sus labios el viernes, en la Jornada de Educación de Adultos.

   Soy de las maestras que están en el programa de Educación de Personas Adultas desde 1984 y cada día estoy más entusiasmada con la actividad. Soy, también, una enamorada de la educación emocional y está más que incorporada a mis clases. Envío este email, además de para darle las gracias, porque tengo "redacciones" en abundancia de lo que la atención a algo más que la intelectualidad supone para mis alumnas y, como usted dijo, para la Seguridad Social. Vaya aquí un ejemplo: Dice G. M. de 69 años, a finales del curso 2009-10, y copio sus palabras: 
"Este año voy a Salud Corporal, y desde que voy me encuentro mucho mejor de las cervicales, no podía volver el cuello, no podía llevar el brazo hacia atrás, ni me podía abrochar el sujetador y ahora ya puedo, las manos se dormían y tenía mucho dolor. Con tus clases me he quedado nueva, salgo muy relajada, si puedo, no dejo ni un día de ir, subo las cuestas más ligera, parece como si me crecieran los brazos, tengo la sensación de que me crecen y no me duele, las piernas más estiradas y el cuello más estirado, menos pegado a los hombros y cuando me duele la cabeza, me pongo el corcho quince minutos y se pasa el dolor, no me tomo pastillas y he dejado de tomar las pastillas y con tus consejos, me encuentro mucho mejor, y hasta la cabeza estoy mucho mejor y también desde que voy a la Escuela mi mente está mejor, me doy cuenta de las cosas, pongo más atención y nos enseñas a respirar y sigo tus consejos porque me van muy bien, para mi salud, y estoy deseando de que llegue la hora de ir a Diafreoterapia porque salgo nueva. Te doy las gracias por tu trabajo, y tu paciencia".

   Si en algún momento necesita valorar "la otra educación" estaré encantada de prestarle estos testimonios que han sido posibles porque la Concejal encargada de la Educación en el Ayuntamiento de C. es una defensora de la educación personal y emocional tanto como de la racional.

   Un saludo con mucho afecto, un abrazo envolvente y mi gratitud por sus palabras.

Pilar Langarita Aldea

General Call for Proposals 2013 Lifelong Learning Programme European Commission


Hoy traemos a este espacio el anuncio del General Call for Proposals 2013 de the European Commission ... 

Official documents on the Lifelong Learning Programme

Each year, the European Commission sets out the priorities for the EU’s Lifelong Learning Programme in a call for proposals. The documents related to the call are listed below.

General Call for Proposals 2013

The legal text of the call and administrative details, including deadlines for applications and eligibility, are given in:
  • Official announcement of the Call for Proposals българскиCestinaDanskDeutschEllinikaEnglishespañolEesti keelSuomiFrançaisMagyarItalianoLietuviu kalbaLatviesu valodaMaltiNederlandsPolskiPortuguêsromanaslovenčinaslovensčinaSvenska

Priorities for each of the sub-programmes’ actions are listed in:
  • Strategic priorities българскиCeštinadanskdeutschellinikaenglishespanolEestisuomifrançaisMagyaritalianoLietuviškaiLatviskinederlandspolskiportuguesromaniaSlovencinaslovenscinasvenska

2013 Guide to Comenius Individual Pupil Mobility

The Guide to Comenius Individual Pupil Mobility is available in the languages of the countries participating in the action, at the website of the relevant Comenius National Agency.

Documents from former calls for proposals

(leer más...)Fuente: [european Commission]