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Nuevos métodos para pensar en la enseñanza
Gráinne Conole,The Open University, UKGuadalajara, 6th October 2010
http://cloudworks.ac.uk/cloudscape/view/2195
The Open UniversityUna universidad de educación
ExperienciaDoctora en QuímicaCatedrática en E-learning• El uso de tecnología para
el aprendizaje y la enseñzanza y nuevo método de enseñza y particularmente sobre diseño
• Recursos libres (Open Educational Resources)
• Las teorías de aprendizaje
The Open University, UK
Algunos datosLa primera ‘Universidad Abierta’Mas de 220, 000 estudiantes570 cursos en 70 temasMás de 7,000 profesores20 asociaciones en 30 paísesExperao en e-learning
Innovación del aprendizajeApoyo al aprendizaje abierto:(Materiales+Tutores+Evaluación)Ambiente de Aprendizaje: Moodle+YouTube channeliTunesOpenLearnSecondLife
Esta charla
Información general sobre el uso de tecnología en educación
Paradojas de las tecnologías
Un método nuevo – ‘diseño del Aprendizaje’
Complejidad del Diseño
La experiencia de aprendizaje
Poniendo todo junto
Rutas de Aprendizaje
Educación Cambiante
Necesitamos nuevos métodos por
comprender, diseñar y ayudar de aprendizaje
Tecnologías CambiantesAbundancia de recursos libres y herramientas libres por la redEl Acceso a Internet es bueno
Más y más móvil y otros dispositvos
Estudiantes CambiantesNacidos en la era de ‘Internet’
Tecnología en todas las áreas de su vidaAprenden muchas veces con otras personas y usan ‘Google’ todo el
tiempo
De la Web 1.0 a la Web 2.0
Web 2.0
Compartiendo(participando)
Communicádose
Networking( trabajando en redes sociales)
Interactuando
Compartiendo Medios
Blogs & wikis
Redes Sociales
`mundos virtuales
Nuevas herramientas … nuevas prácticas
Un cambio de:Web 1.0 – repositorio de recursos e información
estáticoWeb 2.0 – contenido generado por los usuarios y
mediación social
Tipologí de nuevas tecnología
Technology Examples
Medios para Compartir Flckr, YouTube, Slideshare, Sketchfu
Manipulacion de Medios y mash ups
Geotagged photos on maps, Voicethread
Mensajes instantáneos, chats, y foros web 2.0
MSN, Paltalk, Arguementum
Juegos en linea y mundos virtuales
WorldofWarcraft, SecondLife
Redes sociales Facebook, Myspace, Linkedin, Elgg, Ning
Blogging Wordpress, Edublog, Twitter
Bookmarks Sociales Del.icio.us, Citeulike, Zotero
Sistemas “Recommender” Digg, LastFm, Stumbleupon
Wikis y herramientas de edición Wikipedia, GoogleDocs, Bubbl.us
Sindicación/ Alimentación RSS Bloglines, Podcast, GoogleReader
(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://cloudworks.ac.uk/cloudscape/view/1895
Paradojas de las tecnologías
ParadojasMuchas recursos y herramientas
gratis pero no utilizados
Medios CompartidosBlogs & wikis
RazonesTechnicas, pedagogicas,
organizacionales…“No tienen tiempo para aprender, no tienen las
habilidades….”
SoluciónUn nuevo método ‘Diseño del
Aprendizaje’Mundos Virtuales &Juegos en línea Redes Sociales
¡Ahora usted!
Cómo arruinar un curso (how to ruin a course)
Compare cuatro herramientas (Compare 4 tools)
Herramientas en uso (tools in use)
Un mapa para el curso (course map)
Actividades de aprendizaje (learning activities)
1. Como arruinar un curso (How to ruin a course)
Sobre: Cuestiones y estratégicas que son importantes para el éxito de un curso (issues and strategies important for the success of a course)
Producción: una lista de citas para diseño y evaluación de su curso (check list for design and evaluation of a course)
Actividad: Haga una lista de las diez formas que van a
asegurar que su curso saldrá mal (list 10 ways to ensure your course will fail)
Compare y discuta con otras personas (compare and discuss)
Encuentre otras ejemplas (look at other examples) http://cloudworks.ac.uk/cloud/view/2597
Feedback
When the connection is bad
When the teacher doesnt interact with the students
When the content is not relevant
Instructional design inadequate
Dont believe in the course, dont think it will work
Personal fears about technology
Lack of planning or control of students work
Lack of connection between content and what student needs
When feedback is pure or not clear, professors dont have much experience in writing
When information or resources is closed or student cant see the powerpoint etc.
Software not available to everyone
Tool studetns arent familar with
No coherence between objects and learning expectations
Simple activities are far away from complex
Limited resources
Instructions unclear
Poor academic preparation
When there is not enough motivation, when we dont have a good method of evaluation/assessment
2. Comparar cuatro herramientas (Comparing 4 web tools)
Sobre: Esta actividad introducirá cuatro herramientas y te ayudará a pensar sobre su uso (this activity will introduce you to four tools and help you think about their use ): Twitter, Wordpress, Wallwisher and Wordle
Producción: una mapa
Actividad: Haga una lista de diez formas que van a asegurar que su
curso saldrá mal (visit the tool websites) `observe las presentaciones y lea el blog post (Watch the
slideshow and read the blog post) Ponga las herramientas en el ‘`Marco TIC’ (Map the tools
onto the ICT framework) Compare and discuta con otras personas (compare and
discuss) Busque otros ejemplos (look at other examples)
http://cloudworks.ac.uk/cloud/view/3930
Discussion Wallwisher – a little. Easy to use, a little limited, rapid solution
Wallwisher – kind of forum, way of communicating
Staged in English class you can get students to create something and improve their skills using the technology
Wallwisher – friendly platform, dont know if you can respond. We discovered you can share. Brainstorming
Wordle – making a banner for vocabulary
Wallwisher - Projects post-grad, present their projects to other students, collocando, bibliographica, searching for references , aggregation of resources
Staged useful with kids because of the usability, especially when learning a language can write what is in their mind, role play
Staged – innovative, appealing, could also use for resourcing a presentation, good if you like visual
Staged – good for make history of a managed process, restaurant you can put what place and time you need to do things
Wordle – can use it for example search articles, writing, when resource is only word you can give the words to the students and they make a definition
Ejemplos
Posting queriesCommentingBackchannel
CrowdsourcingGathering opinions
Sharing ideasBrainstorming
Social presence
IssuesYour ‘a-ha’ moment
The right networkYour digital voiceInappropriateness Personal/private
Too much!Use with other
toolsA passing fad?
Twitter: lo bueno y lo malo
Las herramientas Tools
Wallwisher http://www.wallwisher.com/ http://www.wallwisher.com/wall/learningepedagogy
Twitter http://twitter,com y http:// twitter.com/gconole #twitterteaching
Wordpress http://wordpress.org/ http://www.e4innovation.com http://learn.open.ac.uk/mod/oublog/view.php?user=394932
Wordle http://www.wordle.net/
Preguntas: Cómo puede enseñarse la herramienta en la enseñanza? (How might the tool be used in teaching?) Qué te gusta y disgusta sobre la herramienta? (What do you like and dislike about the tool?) Piensa usted que será fácil aprender a utilizarla? (Do you think it will be easy to learn to use it?)
PáginasWeb
Communication+
Interactividad
El Marco TIC (The ICT Framework
Blogs
Wikis
Mundos Virtuales, Juegos en linea & Medios inmersivos
RedesSociales
Google wave
Medios para Compartir
Mash ups
Foros
MensajesInstantáneos
Audio & video conferencias
3. Herramientas a usar (Tools in use) Sobre: Esta actividad explorará el término técnico ‘affordances’ (in
this activity you will explore the term ‘affordances’ and decide on tools based on their positive and negative affordances )
Producción: un mapa
Actividad: Seleccione una actividad y tres herramientas (Choose a task and 3
tools) (Ponga la actividad en el centro del papel y las herramientas en el
exterior (Put the task in centre of paper and tools on the outside) Añada el affordances que son positivos y negativos(Add +ve and –
ve affordances) Decida cuál herramienta debe usar (Decide which tool to use) Compare y discuta con otras personas (compare and discuss) Busque otros ejemplos (look at other examples)
http://cloudworks.ac.uk/cloud/view/4042
Coevolución de las herramientas y prácticas
Evolving practices
Características de la gente
Preferences
Skills
Interests
Context
Características de las tecnologías
Reflection
Dialogue
Aggregation
Interactivity
Communicación & gestos
Representationes Simbólicas (palabras, números)
1st onda de tecnologías (teléfono, radio, fax, TV, CD/DVDs)
2nd onda de tecnologías, redes, móviles, Internet)
Affordances (Gibson)‘All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
Affordances (Gibson)‘Todas ”las posibilidades de acción" latentes en un ambiente… Pero siempre relacionado con el actor y en consecuencia, dependiente de sus ‘capacidades’.Por ejemplo un árbol alto proporciona las posibilidades de alimentar a una jirafa pero no a un borrego.
Fundamentos: Posibilidades de la tecnología
Affordances Positivas, promueva…
Interaction
Collaboration
Reflections
Dialogue
Creativity
Organisation
Inquiry
Authenticity
Costly to produce
Time consuming (development)
Difficult to use
Time consuming (support)
Assessment issues
Lack of interactivity
Difficult to navigate
New literacy skills
Affordances, Negativos Piense sobre…
A blog for reflective practice
Affordances (Gibson)All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities.For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
Discussion
Oral presentation (group)
Organisation (skype1, messenger 2,
Investigation (google 3 intro to databases 4)
Prepare oral presentation (google docs4 )
+ve free software -ve
Collaborative work infor not reliable 3
Easy to use new literacy skills 1 4 5
Syn and Asyn costly 4
Interaction devices 1
Dialogue
Goolge DOCS
Discussion
Act del alumno
Diseno desrollo de un proyecto y los resultos
Blog
+ve collaboration, creactividad, collectively
Constructive, Authentic
-ve costo minimo, time to develop
Technical speak, structure of thinking
Discussion
Glossary – to learn vocabulary
Choice a word and define and a picture
+ve: students can collaborate, creativity,
Reflections, describe to others, enquiry, free
Significant learning, they can practice in real life
-ve: students may not know how to use,
Platform hard to understand, in a wiki can write
Someone else can replace or add to, cant do that
Unreliable
Discussion
Elearning models
After studying the different learning modesl students
Use wallwisher to consolidate their ideas, a
Wall per model post doubts and thought
+ve: collaborative, creative, free, organisation
-ve: ability to use it, communication skills (writing)
Complex assessment
Discussion
Describe the characteristcs of web 2.0 tools wiki
+ve: collaboration, feedback, reflection, interaction
Free, learn the tool, knowledge construction
-ve: lost time, learning tool, information unreliable
4. Un mapa para el curso (Course map) Sobre: Este actividad producirá una mapa de un curso (this
activity produces an ‘at a glance’ view of a course)
Producción: una mappa de un curso
Actividad: Use la guía de la mapa de curso (Use the course map guide, fill
in the six boxes for your course) Compara and discute con otras personas (compare and discuss) Mira otras ejemplas (look at other examples)
http://cloudworks.ac.uk/cloud/view/3422
Guidance & SupportCourse structure and
timetablee.g. course calendar, study
guide, tutorials
Reflection & DemonstrationInternalization and
reflection, e.g. in-text questions, blogs, e-portfolios
Diagnostic, formative or summative assessment
Content & ActivitiesCourse materials, prior
experience, learner-generated content, e.g.
readings, DVDs, podcasts, labs
Communication & Collaboration
Dialogic aspect of the course, interaction between
learners &tutors - course forum, email, etc.
Course summaryLevel, credits, duration, key features
Key wordsDescriptive words indicating pedagogical
approach
Mapa el curso
Guidance & SupportCourse guide, study
calendar, study planner, 20 learning guides, General
assessment guidelines and assignments
Tutor support: 1:20, 21 contact hours
Reflection & Demonstration
Journal space in the Mystuff e-portfolio,
6 assignments online (50% of overall score)
Content & Activities3 co-published books, DVDs of 3 practice settings, core
questions, thinking points in course books
Plus own experience and practice
PDFs, e-journal articles & websites, activities in
learning guides, 5 website interactivities
Communication & Collaboration
F-t-F tutorials near beginning, middle and end,
Course-wide café forum, Tutor-group forums with sub-
groups for each block
Course summaryKE312 - Working together with
Children, 60 pt course over 32 weeks, 3 blocks/20
learning guidesWhole weeks devoted to assignments
Consolidation week (week 22)
Key wordsPractice-related, aligned to latest
professional framework for multi-agency working, rich case studies,
Read-Relate to practice – Reflect - Write
KE312 – Mapa el curso
5. Learning outcomes
Mapping learning outcomes to:
ActivitiesAssessment
Based on Biggs’ work (1999) on constructive alignmentMaps course and highlights any gaps
6. Actividades de aprendizaje (learning activities) Sobre: Esta actividad producirá un ‘swimlane’ de una actividad con
las herramientas and recursos (this activity produces a task swimlane of an activity and the tools and resources used)
Producción: un ‘swimlane’ diagramme (a swimlane diagram)
Actividad: Resuelve los objectivos linguísticos, las herramientas, recursos y
la evaluación por esta actividad (decide on the learning outcomes, tools, resources and assessment for this activity)
Usa los stickers/iconos para trazar el mapa de la actividad (use the stickers/icons to map out the activity)
Usa bilígrafos y flechas para añadir explicaciónes (use pens and arrows to add explanations)
Compara and discute con otras personas (compare and discuss) Mira otras ejemplas (look at other examples)
http://cloudworks.ac.uk/cloud/view/3422
Task swimlane
Focus on the tasks learners doBase on:
Roles (learner, tutor, etc.)Tasks (read, discuss, etc.)Tools and resourcesOutputs
AdvantagesMakes design explicitMaps out designSharable with othersGood at activity level
UseMindmapping tools – CompendiumLD, CMap, FreemindPen, paper and stickers
7. Sharing designs
If you have a learning design you would like to share and discuss with others please set up a cloud and add to the Workshop Cloudscape
In your Cloud include (where appropriate), details about: Context of the design Links to relevant resources or references What you think works well, what you would like to develop
further A statement about what sort of feedback you would like on the
design
8. Cloudworks cloudquest challenge
Register with Cloudworks
Visit the ‘Using Cloudworks Cloudscape”
Explore and find interesting Clouds
Do the Cloudworks Cloudquest Challenge http://cloudworks.ac.uk/cloud/view/4655
Share in the Cloud why you think they are interesting
Start a ‘Flash debate’!
¡Dos más!
Course Map
Pedagogy Profile
Learning Outcomes
Course Dimensions Task Swimlane
Pedagogy profile
Learning Design Taxonomy - Conole, 2008
Map of learner tasks to time periods (weeks, semesters, etc.)6 types of learner task + assessment
AssimilativeInformation handlingCommunicationProductiveExperientialAdaptiveAssessment
Each cell indicates the amount of time spent on each type of task
Course dimensions
Guidance &Support
Content &Activities
Reflection &demonstration
Communication & Collaboration
9. Reflection
¿Qué tres palabras utilizaría para describir el taller?
¿Qué ha gustado del taller?
¿Qué cosas se podrían mejorar?
¿Cuáles son los puntos de acción que tiene para hacer como resultado del taller?
Reflection
Three words: reflection, dynamic, interesting, usable, interactive, productive, different, collaborative, friendly, easy, accessible
+ve: new ideas, the tools, wallwisher, staged, will use immediately, new tools, current and uptodate
-ve: not enough time, coffee break, but enough time on each activity, in english, better connection to plug computer in
Action: Will use staged straight away and wallwishe, read models paper,
Pensamientos finales
Tecnologías tienen un gran potencial para su uso en educación
Coevolución de las herramientas y el uso continuará
Nueva habilidades (digital literacies) son necesarias para los profesores y estudiantes
Existe una brecha digital más estrecho pero más profundo
Necesitamos un lenguaje nuevo para dar sentido e esta
Las funciones y las estructuras están cambiando: estudiantes, profesores y instituciones
References
Our work Workshop material:
http://prezi.com/ffbp3lwn-m7m/ouldi-toolbox/ Cloudworks: http://cloudworks.ac.uk My blog: http://www.e4innovation.com Learning design paper: http://cloudworks.ac.uk/cloud/view/4001 Papers and presentations: http://www.slideshare.net/grainne Book: contemporary perspectives on e-learning (Conole and
Oliver, 2007) Others
Wills et al. book on role play: http://www.informaworld.com/smpp/title~db=all~content=t921514000
Imperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/
Personal Inquiry project http://www.pi-project.ac.uk/resources/ E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios
