La tecnología educativa que nos espera

El World Economic Forum (sí, esos amigos que se reúnen en Davos todos los años)  ha publicado recientemente un informe titulado “Industry Agenda. New Vision for Education. Unlocking the Potential of Technology” en el que describen su visión de las competencias necesarias para los trabajadores del S. XXI y el papel que la tecnología educativa debe jugar en su consecución. Mi amigo Fernando Trujillo (@fsaez) me lo ha mandado y no puedo resistir la tentación de citar algunos fragmentos (las negritas son mías):

In this report, we undertook a detailed analysis of the research literature to define what we consider to be the 16 most critical “21st-century skills”. Our study of nearly 100 countries reveals large gaps in selected indicators for many of these skills – between developed and developing countries, among countries in the same income group and within countries for different skill types. These gaps are clear signs that too many students are not getting the education they need to prosper in the 21st century and countries are not finding enough of the skilled workers they need to compete.

Los fines de la educación están claros: competir como “skilled workers” en este valle de lágrimas.

¿Y cuáles son las  “most critical” competencias? Este gráfico las resume:

Competencias S. XXI

 

Y para conseguir esa masa necesaria de “skilled workers”  la tecnología educativa es esencial. ¿En qué sentido? Cito (las negritas son nuevamente mías):

Numerous innovations in the education technology space are beginning to show potential in improving education and helping address skills gaps. To help lower the cost and improve the quality of education, education technology is being used to:

  • Find creative solutions to fundamental challenges in many countries, such as a lack of well-trained teachers and broadly accessible technology infrastructure
  • Make education available to a broader audience at a much lower cost or provide higher quality instruction at the same price
  • Enable easier scaling up of promising models within local markets and the transfer of best practices across markets in ways that can be sustained over the long term
  • Gain insight into how and what students learn in real time by taking advantage of the greater variety, volume and velocity of data
  • Increase teacher productivity, freeing up valuable time from tasks such as grading and testing, which can be used for differentiated teaching of competencies and character qualities.

Pero traquilos, los autores también saben qué didáctica es la más efectiva: “an instructional system known as the closed loop is necessary to address skills gaps”:

closed loop

 

Si no fuera porque quiero ser educado diría que “el closed-loop” se parece mucho al modelo ADDIE de toda la vida y que para ese viaje, francamente, no hacen falta alforjas. Pero terminemos ya.

¿Y, como diría Quino, quién ha perpetrado todo esto? La respuesta se obtiene mirando quién son los autores del informe: el “Team”, los “Advisors”, los “Interviewees”, etc. Como son gente muy educada no hablan de sus respectivos negocios. Eso queda feo si quieres cambiar la educación del mundo.

Dios nos pille confesados.

 

13 Lessons of Digital Research For the Google Generation. by @TeachThought

lessons-for-digital-research13 Digital Research Tools And The Credibility Lessons They Teach
by TeachThought Staff
Hoy nos encontramos esto navegando ... 13 eran 13 ... las 13 Lessons of Digital Research For the Google Generation.  by @TeachThought dónde nos explican, entre otras cosas que:

"The Google Generation has a universe of information, right there on a little pinch-and-zoom screen. In How Google Impacts The Way Students Think, we theorized that Google could create “the illusion that answers are always within reach even when they’re not. In fact, if users can Google answers to the questions they’re given, they’re likely terrible questions.”"

e incluso  nos advierten que ese post esta esponsorizado ...
Disclosure of Material Connection: This is a "sponsored post." The company who sponsored it compensated me via a cash payment, gift, or something else of value to write it. Regardless, I only recommend products or services I use personally and believe will be good for my readers. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: "Guides Concerning the Use of Endorsements and Testimonials in Advertising."

En resumen y con traducción de urgencia vía Google , ... : 
Lección 1: No todas las fuentes son iguales.
Lección 2: Cuestiones tan Acceso mejorarlo. Sea ambicioso. No se conforme.
Lección 3: ¿Quieres credibilidad? Cite sus fuentes.
Lección 4: Wikipedia no es ni bueno ni malo. Como todo, es una cuestión de citación.
Lección 5: El Internet nunca olvida. (Es por ahí en alguna parte.)
Lección 6: Hay diferentes reglas para la citación dependiendo de qué forma está utilizando.
Lección 7: Curación y facilidad de lectura son las zonas críticas de la investigación digital.
Lección 8: Puede combinar la búsqueda digital con contenidos académicos.
Lección 9: Las métricas pueden ayudar a demostrar la credibilidad, pero la popularidad y credibilidad no son lo mismo.
Lección 10: Pregunta todo, incluso si te gusta la fuente.
Lección 11: Ir tan cerca como sea posible a la fuente original. Blogs & amp; revistas pueden ayudar. Lo mismo ocurre con Google.
Lección 12: Hay una diferencia entre las fuentes-y primaria y secundaria tanto de la materia.
Lección 13: Google no hace fácil encontrar información basada en la credibilidad, sino posibilidades de búsqueda, indexación y otros logística "SEO".
 (leer más...)

 Fuente: [ teachthought ]

Final report webskills MOOCS. #MOOC for web talent network . UE

Hoy traemos a este espacio  el Final report webskills MOOCS. MOOC for web talent network ...  
MOOC for web talent network
“Support services to foster Web Talent in Europe by encouraging the use of Massive Open
Online Courses focused on web skills” – SMART 2013/N006
CONTRACT NUMBER 30-CE-0597494/00-12

FINAL REPORT
A study prepared for the European Commission
DG Communications Networks, Content & Technology
Como nos explican en LearningPapers : 

The MOOC for Web Talent Network has now published its final project report. It includes a summary of the main findings as well as recommendations for policy makers, industry leaders, and MOOC providers who are interested in developing the web skills of young entrepreneurs and job seekers in Europe.

The MOOCs for Web Talent project was part of Startup Europe and unfolded between January and November 2014, over several phases:

  • - Initial desk research on the supply and demand of MOOCs for web skills
  • - Establishment of a network of MOOC providers
  • - Final conference to disseminate and discuss the findings of the project

Main findings of the report


The final report included conclusions drawn from all components of the project. Overall, the project highlighted that given the pace of change in web and mobile industries, it is important that professionals in those industries can constantly learn and update their competences. MOOCs offer an accessible and flexible way for learners to acquire such job-specific skills.

The desk study and online survey revealed that within the domain of web skills, certain skills are more highly in demand in the labour market, namely: web design, HTML5, developing for Android, Javascript, and CSS. While there are a number of MOOCs addressing these skills, learners expressed a difficulty in finding relevant courses. The European countries that offer the most MOOCs for web skills are Germany, Spain, and Switzerland. The summary of these findings are on page 9 of the report.

(leer más...)

Fuente: [learningPapers]