RUSC Vol 12, No 2 Special Issue (2015): New learning scenarios from a transformative perspective

Hoy traemos a este espacio ... el nuevo número de RUSC

Vol 12, No 2 Special Issue (2015): New learning scenarios from a transformative perspective

Full Issue

View or download the full issuePDF

Table of Contents

Mercè Gisbert, Larry Johnson
1-13
Janaina de Oliveira, Danah Henriksen, Linda Castañeda, Marta Marimon, Elena Barberà, Carles Monereo, César Coll, Jabari Mahiri, Punya Mishra
14-29
Pedro Hepp K., Miquel Àngel Prats Fernández, Josep Holgado García
30-43
José Luis Lázaro Cantabrana, Meritxell Estebanell Minguell, Juan Carlos Tedesco
44-58
Don Olcott, Xavier Carrera Farran, Eliana Esther Gallardo Echenique, Juan González Martínez
59-72
Karl Steffens, Brenda Bannan, Barney Dalgarno, Antonio R. Bartolomé, Vanessa Esteve-González, José María Cela-Ranilla
73-86
Cristina Yáñez-Aldecoa, Alexandra Okada, Ramon Palau
87-102

(leer más...) Fuente: [ UOC]

The Internet of Things: Making sense of the next mega-trend . by @GoldmanSachs



Hoy, como continuación a nuestro posteito del sábado, 20 de septiembre de 2014 What is the Internet of things? [infografía] [infographic] ... tu cavas
,,, traemos el documento de September 3, 2014
IoT primer ,
The Internet of Things:
Making sense of the next mega-trend
Equity Research
The third wave of the Internet may be the biggest one yet
   (leer más...)

 Fuente: [ Goldman Sachs]

iJET Vol 9, No 4 (2014). International Journal of Emerging Technologies in Learning

Acaba de publicarse el nuevo número de iJET Vol 9, No 4 (2014)

International Journal of Emerging Technologies in Learning (iJET)

This interdisciplinary journal aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences gained while developing and testing elements of technology enhanced learning. So it aims to bridge the gape between pure academic research journals and more practical publications. So it covers the full range from research, application development to experience reports and product descriptions.

Vol 9, No 4 (2014)

Table of Contents

Papers

Understanding Social Learning Behaviors via a Virtual Field TripPDF
Xin Bai, Joanne Lavinpp. 4-13
Flash-Based Platform for Teaching Stored Program-Controlled Switching CoursesPDF
Kurban Ubulpp. 14-19
E-Learning and Students' Motivation: A Research Study on the Effect of E-Learning on Higher EducationPDF
Samir Abou El-Seoud, Naglaa Seddiek, Islam Taj-Eddin, Pauline Ghenghesh, Ann Nosseir, Mahmoud El-Khoulypp. 20-26
Evaluating E-Learning Systems: An Empirical Investigation on Students' Perception in Higher Education AreaPDF
Muneer Abbad, Faten Jaberpp. 27-34
ICTs and Special Education in KindergartenPDF
Athanasios Drigas, Georgia Kokkaliapp. 35-42
The Establishment of an e-Learning System Based on SDTPDF
Mihyang Bang, Kwangyun Wohn, Chungkon Shipp. 43-49
Educational Paradigm Shift: Are We Ready to Adopt MOOC?PDF
Jayakumar Sadhasivampp. 50-55

Short Papers

Technology and Products Supporting E-learning by Knowledge Management - A ReviewPDF
Ying Wangpp. 56-59
International Distance Consulting via Web ConferencingPDF
Prachyanun Nilsook, Panita Wannapiroonpp. 60-64
E-learning Accessibility for Saudi Women: A Literature ReviewPDF
Yahya Al Alharethpp. 65-67

Reports

African Youth Utilising IT-Essentials Innovation in Re-vitalisation of PCs to Equip Disadvantaged Rural Schools Shaping their ICT Learning Landscape: Namibian Case StudyPDF
Jameson Mbalepp. 68-71

Calls

6th IEEE Global Engineering Education Conference - EDUCON2015PDF UNTITLED
Call for Papersp. 72



International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
Creative Commons License SPARC Europe Seal

(leer más...) Fuente: [ iJET ]

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. (...)


Y aquí la descarga completa


Download Print Version
(leer más...) Fuente: [elearningPapers]

Learning Technology Research Taxonomy. Ambient Insight’s 2012



Hoy traemos a este este espacio a este trabajo de Ambient Insight’s 2012 titulado ·Learning Technology Research Taxonomy.·...

Ambient Insight's 2012 Learning Technology Research Taxonomy, Research Methodology, Product Definitions, and Licensing Model
Table of Contents
List ofTables.......................................................................... 3 
List of Figures......................................................................... 3 
Ambient Insight's Research Taxonomy ...................................... 4
Who are We?.........................................................................................4 
Our Quantitative Evidence-based Research Methodology .............................6 
Geographical Regions Defined..................................................................8
International Buyer Segmentation Descriptions......................9  
Consumers .......................................................................................... 10 
PreK-12 (Preschool, Primary, and Secondary) Academic Institutions...........11 
Higher Education Institutions.................................................................23 
Local and State/Provincial Governments ................................................. 27 
Federal Governments ........................................................................... 27 
Corporations and Businesses ................................................................. 29 
Associations, Non-profits, and NGOs....................................................... 30 
Healthcare .......................................................................................... 31
Learning Technology Product Definitions ............................. 34  
Self-paced eLearning Courseware and Exam Products............................... 35 
 Digital Media Reference Content (Referenceware) .................................... 36 
Collaboration-based Learning ................................................................36 
Social Learning .................................................................................... 37 
Simulation-based Learning .................................................................... 37 
Game-based Learning...........................................................................38 
Cognitive Learning ............................................................................... 38 
Mobile Learning ................................................................................... 40
Subcategories of Learning Technology Products ................... 45  
Packaged Content ................................................................................ 46 
Custom Content Services ...................................................................... 47 
Value Added Services ........................................................................... 48 
Hosted Tools, Platforms, and Technology Services.................................... 48
Installed Tools and Platforms.................................................................48 
Personal Learning Devices.....................................................................49
Ambient Insight’s Research Licensing Model ........................ 49

(Whitepaper - 2.4MB PDF Document)
Includes Research Methodology, Buyer Segmentation, Pedogogical Model, Product Definitions, and Licensing Model - Updated January 2012

 
 (leer más...) Fuente: [ambient insight]

What is the BIG-real disruption? (I) … the future of personal tech ?

The Future of Personal Tech

From: New Haven Kia Via: Frugal Dad

“No puedo comprender lo que sería una libertad que me fuera dada por un ser superior. He perdido el sentido de la jerarquía. No puedo tener la libertad sino el concepto de prisionero o del individuo moderno en el seno del Estado. La única que conozco es la libertad de espíritu y de acción. Esta privación de esperanza y de porvenir significa un acrecentamiento en la disponibilidad del hombre”

Albert Camus 


Hoy comenzamos una nueva serie que unirá infografía a "disrupción"  .. y aunque no tol monte es orégano, y hasta el rabo to es toro ... apuntaremos algunas cosillas para preguntarnos What is the BIG disruption? ... cuanto de adorno e impostación hay en algunas pretendidas "rupturas"?  .. y a la vez en algunas vueltas al pasado que pretenden desde el nuevo gobierno del Estado Español ?

Decía Illich en "La sociedad desescolarizada" ...

"En efecto, unos campos de concentración preventivos para predelincuentes sería un adelanto lógico respecto del sistema escolar. El que todos tengan iguales oportunidades de educarse es una meta deseable y factible, pero identificar con ello la escolaridad obligatoria es confundir la salvación con la iglesia. La escuela ha llegado a ser la religión del proletariado modernizado, y hace promesas huecas a los pobres de la era tecnología. La nación-estado la ha adoptado, reclutando a todos los ciudadanos dentro de un currículum graduado que conduce a diplomas consecutivos no desemejantes a los rituales de iniciación y promociones hieráticas de antaño. El Estado moderno se ha arrogado el deber de hacer cumplir el juicio de sus educadores mediante vigilantes bien intencionados y cualificaciones exigidas para conseguir trabajos, de modo muy semejante al seguido por los reyes españoles que hicieron cumplir los juicios de sus teólogos mediante los conquistadores y la Inquisición.
Hace dos siglos los Estados Unidos dieron al mundo la pauta en un movimiento para privar de apoyo oficial el monopolio de una sola iglesia. Ahora necesitamos la separación constitucional respecto del monopolio de la escuela quitando de esa manera el apoyo oficial a un sistema que conjuga legalmente el prejuicio con la discriminación. El primer artículo de una Declaración de los Derechos del Hombre apropiada para una sociedad moderna, humanista, concordaría con la Enmienda Primera de la Constitución de los EU: "El Estado no dictará ley alguna respecto del establecimiento de la educación." No habrá ningún ritual obligatorio para todos."

(leer más...)

Fuente: [frugaldad]

Envisioning the Future of Education Technology by Michel Zappa




Pues navegando, navegando, encontramos esta infografía .. titulada Envisioning the Future of Education Technology by Michel Zappa @michelzappa de envisioning tech ..... y de camino os dejamos el video de presentación en la Capus Party Berlin y el slideshare ...  ... completito




(leer más...)

 Fuente: [ envisioningtech]

Luchar sin miedo, … y sin esperanza (I) : #BJET. British Journal of Educational Technology. September 2012

 
" Cuando la lucha de un hombre comienza dentro de sí, ese hombre vale algo. "
 Robert Browning 

Mientras en Chile andaban en las calles reclamando una educación pública, gratuita y de calidad ...y RTVE comienza su artículo titulado Multitudinaria protesta en Chile a favor de la reforma del sistema educativo con el siguiente texto "Al menos 200 personas han sido detenidas tras la multitudinaria manifestación de Santiago de Chile" .... cientos de miles de personas y la noticia los detenidos, información o criminalización ? .... y en España unos jornaleros de un sindicato llamado SAT continúan en una marcha , a pie, por Andalucia , y asaltan supermercados  con toda la atención del New York Times Crisis Reignites Old Conflicts.. ... despues de 38 años de gobierno PSOE ... y con Izquierda Unida en el gobierno de Andalucía ...recuerden en España nos espera, seguro, un otoño caliente educativo... tan cerca , tan cerca andamos de los años 30, tan cerca del IV Reich ....y a todo esto como ya hicieron Francia uy UK como si lo que ocurre en el mediterraneo no fuera con ellos... lo pagaron bien caro ... y lo pagaran ... acaso esto es una recesión? .... y es que como decía Alessandro Pertini

" A veces en la vida hay que saber luchar no sólo sin miedo, sino también sin esperanza. "

.. pero a lo que ibamos ...

Hoy os dejamos en este espacio al British Journal of Educational Technology ...correspondiente a September 2012
Volume 43, Issue 5
Pages 707–832, E143–E152

  1. Editorial

    1. Editorial: Social Networking and Mobile Learning (pages 707–710)Norbert Pachler, Maria Ranieri, Stefania Manca and John Cook
      Article first published online: 24 AUG 2012 | DOI: 10.1111/j.1467-8535.2012.01365.x
  2. Articles

    1. Online people tagging: Social (mobile) network(ing) services and work-based learning (pages 711–725)John Cook and Norbert Pachler
      Article first published online: 24 AUG 2012 | DOI: 10.1111/j.1467-8535.2012.01346.x
    2. Facebook as a learning tool? A case study on the appropriation of social network sites from mobile phones in developing countries (pages 726–738)Christoph Pimmer, Sebastian Linxen and Urs Gröhbiel
      Article first published online: 24 AUG 2012 | DOI: 10.1111/j.1467-8535.2012.01351.x
    3. Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience? (pages 802–819)Koula Charitonos, Canan Blake, Eileen Scanlon and Ann Jones
      Article first published online: 24 AUG 2012 | DOI: 10.1111/j.1467-8535.2012.01360.x
    4. The five central psychological challenges facing effective mobile learning (pages 820–832)Melody M. Terras and Judith Ramsay
      Article first published online: 24 AUG 2012 | DOI: 10.1111/j.1467-8535.2012.01362.x
  3. Reviews – BJET’s Reviews Editor is EricDeeson@aol.com. Please email some details about yourself if you would like us to consider you for BJET’s panel of reviewers.

(leer más...)

Fuente: [ BJET ]

[ #WIKI ] Emerging Perspectives on #Learning, #Teaching, and #technology


 Hoy traemos a este espacio a esta wiki titulada: [WIKI] Emerging Perspectives on #Learning, #Teaching, and #technology cuyo editor es .Michael Orey, Department of Educational Psychology and Instructional Technology, University of Georgia .. aquí os dejo el sumario :

AECT Publication

This book is listed as an official publication of the Association for Educational Communications and Technology. Click here to see their publications.

Adopting Text

If you have adopted one or more chapters of this book for your class, I would like to know about it! Please use this form to let me know how you are using it. It will take no more than a minute to complete.

Contributing

I welcome comments to any chapters, though to preserve chapter quality, editing of the chapters is controlled. I welcome comments and revisions to every section of the e-book. To do so, visit the chapter and then click the discussions tab on the top of the article. You can then choose to edit the discussions page. You don't need to be logged in to provide comments - you can do so anonymously. If you would like to make more substantial modifications to a chapter or write a new chapter, please notify me on the discussions or e-mail me directly. You can contact Michael Orey, the editor directly and submit any questions, concerns, or modifications. If you are interested in submitting a chapter, please see the Submission Guidelines.


Introduction to Emerging Perspectives on Learning, Teaching, and Technology

Learning and Cognitive Theories (Shorts)

Information processing

Piaget's Constructivism

Bloom's Taxonomy

Vygotsky's constructivism

Situated Cognition

Social Constructivism

Connectivism

Learner-Centered Theories (Shorts)

Motivation

Multiple Intelligences and Learning Styles

Teaching and Learning in Affective Domain

Creativity

Adult Learning

Inquiry Strategies: Tasks

Constructionism, Learning by Design, and Project Based Learning

Problem Based Instruction

I-Search

Case-Based Learning

Inquiry Strategies: Changing Learners' Minds

Conceptual Change

Transformative Learning

Tools for Teaching and Learning: Changing or Encouraging Human Behaviors

Cognitive Apprenticeship

Examples of Modeling

Scaffolding

Articulation and Reflection

Resource-Based Learning

Experiential Learning

Six C's of motivation

Behaviorism

Tools for Teaching and Learning: Technology Tools

Cognitive Tools

Computer Mediated Instruction

Socially Oriented Theories

Cooperative Learning

Learning Communities as an Instructional Model

Direct Instruction Strategies

Reciprocal Teaching

Reading Recovery

Citation

APA Citation: Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/
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Fuente: [Emerging Perspectives on #Learning, #Teaching, and #technology ]